Special Education Coordinator

Description Position Purpose: The special education coordinator is responsible for supporting programs that provide educational assistance to children with mental, psychological, learning, behavioral, or physical disabilities. With the goal of facilitating processes that are needed to maximize the growth potential of students with exceptional learning needs. Reports To: Director, Early Care and Education Programs (EC&EP) Essential Job Responsibilities: Oversee / manage a caseload of special education students and potential special education students and the implementation of their IEP/504 plans in an inclusive setting. Ensure appropriate delivery of both special education instruction and related services as stipulated on IEP’s/IFSP’s in conjunction with itinerant services. Ensure compliance with all local and Federal laws and regulation relating to students with IEP’s/ IFSP’s plans and students referred to special education. Assist in identifying the needs and appropriate supports of children who have not yet been identified as having special needs Coordinate with student’s special education team to ensure all documents are completed in a timely manner (according to state, local, and school policies and procedures). Serve as a liaison with families. Attend IEP meetings with school districts as necessary. Maintain student files (paper and electronic) according to school and regulatory standards. Ensure IEP’s are developmentally appropriate, curriculum/standards-based, strength based, and relevant to individual students. Maintain tracking and data records that include student information related to IEP’s, services, service hours, evaluations, referrals, time lines in which evaluations were competed and documented disciplinary incidents. Oversee special education inventory of equipment / materials maximizing available funding from MCDHHS. Maintain records in accordance with MCDHH guidelines. Gather and report data for all reporting requirements concerning students with IEP’s/504 plans and other required reports (to the State, Department of Education, census, grant applications, annual report, etc.) Maintain a high level of knowledge regarding developing special education issues such as changes in federal and local special education policy. Establish and maintain communication with parents of students in the program. As appropriate connecting with student’s outside providers, pediatricians, and therapists to support student’s needs in classroom. Maintain confidentiality of student records and student information. Serve as a coach and mentor for classroom staff to assist with appropriate supports for special education services. With Parents Effectively communicating to parents and guardians the special education process including process for referrals, evaluations, annual IEP’s/504 plans, and re-evaluations as well as parental rights granted by IDEA. Facilitate workshops / meetings for parents, as well as identifies resources for parents of students with special needs. Coordinate the scheduling of parent conferences bi-annually to share child development information. Encourage partnership with families to best serve the children. With Children Ensure child assessment plan is completed by Teachers bi-annually. Records are kept in children’s confidential files. Ensure that the children’s portfolios are being kept according to national accreditation and School District criteria. Visit classrooms regularly to ensure that children’s needs are met and programming results in content, well developing to children. National Accreditation Become familiar with national accreditation criteria. Ensure criteria is infused in all classroom operations and decisions at the center. Educate and mentor staff on appropriate practices. Assist Program Director and Program Coordinator as assigned with all necessary paperwork and action needed to achieve or maintain National Accreditation. Communicate national accreditation philosophies to staff and parents as a key influence in the curriculum and program offered. Professional Development: Participate in at least 30 hours in year one and 24 hours thereafter of professional development per year. Attend at least one local or regional conference per year. Stay current with Generations policies, OCFS regulations, national accreditation criteria and other pertinent regulations (CACFP, Health Department, etc.). Conduct training on specified topics as assigned. Other Job Responsibilities: Ensure classrooms are clean, neat, organized and inviting for children and families. Travel between centers as needed Operate as a Model Teacher for potential employees. Be prepared to discuss expectations of job/profession. Opening and closing of the center as assigned. Communication Daily in person contact with families, staff, peers and administration to exchange information related to operation of child care programs. Maintain a relationship with other coordinators within the company and attend monthly meetings Written correspondence to share information, communicate policies or offer guidance. Telephone or electronic communication with families, peers or administration to discuss needs of the program and resolve any problems. Requirements Education: Master’s Degree in Special Education and NYS certification in Special Education; or a Bachelor’s Degree and certification in Special Education required. Ongoing professional development required. Knowledge: Thorough knowledge of early childhood programming. Working knowledge of the community needs and resources. Working knowledge of the regulatory environment including National Accreditation Criteria. Experience: Minimum of 1 year of successful classroom teaching experience as a Special Education teacher. A minimum 2 years of supervision and program experience. Skills: Demonstrate an advanced understanding of instructional strategies for students with special needs. Extensive background knowledge with IEP management. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community organizations. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community minded. Strong leadership and organizational skills. Model behaviors that support the overall philosophy and design of the organization. Strong aptitude for directing and motivating people. Must possess initiative and program management skills. Flexible to varied assignments and willingness to take direction from others. Physical/Mental Abilities: Substantial problem solving in response to program challenges. Ability to apply principles of appropriate programming in daily practice. Ability to act quickly in emergency situations. #J-18808-Ljbffr First Learning