Early Intervention Coordinator - TEMPORARY

Position: Early Intervention Coordinator, Sarasota, FL

Grade/Salary: (4) $26.00-$30.00 hr. / 25 hours TEMPORARY position*Pay depends upon experience and credentials*Location: 1723 North Orange Avenue, Sarasota, FL 34234

Reports to: VP of Programs_______________________________________________________________________________SUMMARY:The Early Intervention Coordinator (EIC) ensures the individualized needs of children with disabilities, including but not limited to those eligible for services under IDEA, are being met, and all children have access to and can fully participate in the full range of program activities and services. The Early Intervention Coordinator manages the provision of any necessary modifications to the environment, multiple and varied formats for instruction, and individualized accommodations and support necessary to facilitate the full participation of children with disabilities in the Head Start and Early Head Start programs. The Early Intervention Coordinator ensures all individuals with disabilities enrolled in the program are protected from discrimination under and provided with all services and program modifications required by Section 504 of the Rehabilitation Act (29 U.S.C.794), the Americans with Disabilities Act (42 U.S.C. 12101 et seq.), and their implementing regulations.

Day-to-Day Responsibilities: Use screening tools and/or conduct observations for individual children to determine who needs further support. Review screening results to ensure proper implementation of the tools and potential referrals. Collaborate with Family Services staff when enrolling children with disabilities. Participate in the multidisciplinary team to support direct service staff in managing developmental concerns, delays, and neurodiversity with classroom observations, further screening, recommendations, response to intervention data reviews, and appropriate referrals to outside agencies. Collaborate with Mental Health team to support staff in addressing challenging behaviors by reviewing Individual Behavior Support Plans and coordinating referrals to local education agencies for social/emotional behavior developmental delays. Work closely with the local agency responsible for implementing IDEA, the family, and other service partners, as appropriate Complete detailed monthly report regarding service delivery, to include data relative to 10% of EHS and HS children actually enrolled who have/had an IFSP/IEP as well as any child who has/had been deemed eligible by IDEA and the local educational agencies Provide monthly attendance and service billing invoices to the LEA as applicable Plan and implement the transition services described in subpart G of the HSPPSCollaborate with parents to support and help them become advocates for services that meet their children's needs. Coordinate with the local agency responsible for implementing IDEA to improve service delivery to children eligible for services, including the referral and evaluation process, service coordination, and promotion of service provision in the least restrictive appropriate community-based setting when appropriate. Participate in the development of the IFSP or IEP, if requested by the parent, and the program's implementation of the IFSP or IEP.Orient partner agency staff (therapists, early interventionists) to Children First and Head Start/Early Head Start, in coordination with partner agency and CF HR department, utilizing CF procedures. Create special needs plans for children who are in the referral process or require other special needs plans for classroom modifications and accommodations in a variety of areas not associated with an LEA plan. Ensure & monitor quarterly progress reviews on all IEP/ IFSP plans and monitor Recognition and Response (RTI) data for all children with an IEP/IFSP plan. Coordinate with the local agency responsible for implementing IDEA to improve service delivery to children eligible for services, including the referral and evaluation process, service coordination, and promotion of service provision in the least restrictive appropriate community-based setting when appropriate. Facilitate, monitor and report, as appropriate, on the delivery of services to children with disabilities, including therapy sessions, classroom individualization plans, and home visits. Gather, analyze, and aggregate data to monitor and identify risks and inform strategies for continuous improvement of child outcomes in the related program service area. Utilize agency-identified database systems to review, record, and report on program progress toward meeting compliance measures, including any follow-up action required. Participate in the agency's self-assessment process utilizing program data including aggregated child-assessment data, and professional development and parent and family engagement data, to evaluate the program's progress towards meeting goals, compliance with HSPPS throughout the program year, and the effectiveness of the professional development and family engagement systems in promoting school readiness. Education and Equivalent Experience: Baccalaureate Degree in Special Education, Child Development, Early Childhood Education, or related field with 18+ semester hours in Special Education, Child Development or ECE; or special endorsement Two (2) years in an early childhood education setting, inclusive of children with diagnosed Disabilities

Competencies: (Knowledge, Skills and Abilities) and Physical/Mental Demands: Knowledge of: IDEA eligibility and requirements, Americans with Disabilities Act, Rehabilitation Act, Local agencies responsible for IDEA delivery, Early intervention systems and resources, Child Development/Early Childhood Education theory and practice, Early Learning Outcome Framework, Head Start Performance Standards, Taking Care of Our Children Basics, Screening and assessment tools ASQ, ASQ-SE, DECA, BDI-2, COR Advantage Collect, analyze, and utilize data to plan and monitor growth in child outcomes and school readiness Solve problems and make appropriate decisions Manage time, solve problems, and make appropriate decisions in varying situations Work collaboratively and cooperatively with fellow staff, parents, and community partners Teach and/or train staff, utilizing adult learning principles Translate theory and professional training into practice Develop and maintain positive relationships with staff, community partners and stakeholders Maintain sustained concentration and attention to detail Use technology to plan, record, report and monitor program services Set and maintain professional boundaries with families. Manage sensitive family situations in a non-threatening and professional manner Provide compliance monitoring in a proactive and supportive manner Work independently without intense supervision Work varied hours to accommodate the needs of the program Lift and/or move up to 50 lbs Kneel, stoop, bend, reach, and sit on the floor to attend to child needs Sitting for working at a keyboard and desk, standing, driving for site visits, meetings and events Uses manual dexterity, reaches with hands and arms, stretches, and talks or hears Responds both physically and mentally to emergency or crisis situations Variability in temperature, environment, and noise Potential sensory response associated with toileting and/or children who are ill Contact with children who are ill and/or possibly contagious and chemicals to clean and sanitize facility/equipment