KINGS COUNTY OFFICE OF EDUCATION

Transcription

1 KINGS COUNTY OFFICE OF EDUCATION EARLY START COORDINATOR - SELPA JOB SUMMARY Under the direction of the SELPA Program Director, the Early Start Coordinator will plan, organize and direct the Early Start/Infant program; supervise staff in developing and implementing Individualized Family Services Plans (IFSP); coordinate services with Central Valley Reginal Center (CVRC); perform responsible administrative and supervisory duties to direct, manage and assign activities of the department; provide training, coaching, guidance and assistance to educational staffs, agencies, and others delivering Early Start services; provide behavioral intervention strategies to Early Start personnel for infants and families. REQUIRED QUALIFICATIONS Knowledge of: Proper English usage, grammar, vocabulary, spelling and punctuation; California Core Curriculum and state frameworks, and resources and materials available for use in special education curriculum; SELPA Local Plan and programs; Basics of occupational therapy, physical therapy, vision therapy, speech and language, mobility, cognition, assistive technology, and special education; Current accepted behavior intervention methodologies, including positive behavior strategies and best practices included in the full continuum of placement options for students; Accepted educational and psychological assessment procedures and techniques; Processes involved with Individualized Education Program (IEP) for special education students; and Individualized Family Service Plan (IFSP); Applicable directives, standards, procedures, policies, rules, regulations, codes, laws and guidelines governing special education and Early Start Regulations; Data tracking and collection, record management and reporting methods; Accepted strategies and practices of administration, supervision and training. Ability to: Plan, organize, and direct staff assigned to the department; Interpret, explain, administer and apply specific statutes, ordinances, laws, regulations, codes, policies, directives and procedures governing all assigned activities of KCOE and apply them with good judgment in a variety of situations; Analyze and interpret data and trends to make projections, informed decisions and recommendations on a wide variety of business matters; Demonstrate an understanding, patient, respectful and receptive attitude toward exceptional needs students of varied age groups; Establish and maintain cooperative and effective working relationships with children and adults contacted in the course of work; Understand, carry out and communicate oral and written directions;

2 Develop and evaluate programs, and coordinate services for SELPA; Provide assistance to special education personnel in implementing, maintaining and monitoring effective special education Early Start programs; Provide formal and informal training, assistance and guidance to pupils, parents, educational staff and agencies; Develop contracts and program guidelines; Monitor budget and maintain fiscal guidelines; Maintain accurate records and files, and prepare documents and reports; Be flexible and receptive to change; Attend in-service training, conferences and meetings, as needed; Research, prepare and present clear, concise and comprehensive reports; Communicate effectively with the staff and community; Write quickly, succinctly and accurately; Plan, coordinate and direct programs; Analyze problems, identify solutions, project consequences, and propose actions; Communicate effectively, orally, and in writing; Gain cooperation through discussion and persuasion; Communicate effectively with a broad spectrum of constituents (parents, Regional Center staff, and mental health professionals, medical professionals, school district staff and KCOE staff); Manage complex budget, personnel scheduling and billing system; Develop and implement staff training for skill development. Education and Experience: A Master s Degree in Special Education or a related field is required. Experience in Early Childhood Special Education and two years experience in the administration of special education programs is preferred. Experience with Behavior Management and/or Behavior Plan Implementation required. License, Certificate and Testing Requirements: Possess or be eligible to apply for a clear California Special Education, Clinical Services or School Psychologist credential. Possess or be eligible to apply for a California Administrative Services Intern credential. Possess a valid California driver license and maintain insurability. Must be able to provide your own reliable transportation to work sites within Kings County. ESSENTIAL DUTIES Coordinates activities and the operation of the Early Start/Infant Program for the purpose of ensuring that children and families receive appropriate services; Develops/Coordinates/Conducts comprehensive staff development programs for the purpose of providing professional development and training for staff and other agencies staff members; Develops/Implements goals, objectives and procedures of the Early Start/Infant Program for the purpose of providing appropriate services to children; Develops/Implements program proposals and contracts with CVRC, local school districts, and other agencies for the purpose of providing appropriate services to children;

3 Interprets/Monitors/Implements rules, regulations and laws affecting the Early Start/Infant Program for the purpose of ensuring program compliance with federal and state regulations, and CVRC and KCOE policies and procedures; Supervises/Evaluates Early Start/Infant staff for the purpose of scheduling work assignments, monitoring employee performance and providing feedback, training and support; Under the direction of the department manager, assist districts and county programs with the development and maintenance of special education programs that are compliant and instructionally sound, in accordance with all directives, standards, procedures, policies, laws, rules, regulations, codes and guidelines; Provide consultative and collaborative expert support for instructional and behavioral intervention programs to address the needs of students with disabilities; Monitor, evaluate and document programmatic results, maintain accurate records and other required data, prepare and submit reports in a timely manner; Facilitate acquisition and use of instructional materials, resources, and equipment, including assistive technology; Provide support for classroom management, student transitions, and positive behavior interventions; Serve as a resource to provide formal and informal training, guidance and assistance to students, educators, parents, service providers and agencies, as needed; Keep current with issues, laws and regulations regarding positive behavior interventions, special education, educational trends, and other issues related to children with exceptional needs; Assist in preparation of the Local Plan for Special Education in accordance with State and Federal specifications, district and SELPA procedural manuals and other written materials as needed; Ensures that all programs operate within existing statutes and guidelines; Provides for supervision of instruction including program development and evaluation; Provides for an effective program of staff evaluation of both certificated and classified personnel for the purposes of improving staff effectiveness; Communicate and confer with administrators, staff, client school district personnel and outside agencies to ascertain needs, coordinate activities and programs, resolve issues, exchange information, and provide training and assistance; Control and authorize expenditures in accordance with established limitations, prepare cost estimates on activities and project control, as required; Perform other related duties as assigned. SUMMARY OF PHYSICAL DEMANDS RATINGS Incorporated within one or more of the previously mentioned essential duties of this job description are the following essential physical requirements. The following analysis entails an evaluation of the physical demands factors of the job as it exists. This method provides a basis for permitting modification to fit the capabilities and needs of workers with disabilities. Rating Symbol Key = Not Present - Does not exist F = Frequently From 1/3 to 2/3 of the time O = Occasionally - Up to 1/3 of the time C = Constantly - 2/3 or more of the time

4 1. STRENGTH: A. Standing 15 % of time Walking 15 % of time Sitting 70 % of time B. Lifting O 25 lbs. Carrying O 25 lbs. Pushing O 25lbs. Pulling O 25 lbs. 2. CLIMBING BALANCING 3. STOOPING O KNEELING O CROUCHING CRAWLING 4. REACHING F HANDLING F FINGERING F FEELING F 5. TALKING : Ordinary Other HEARING: Conversations Other Sounds C C O 6. SEEING: Acuity, Near C Acuity, Far O Depth Perception O Accommodation O Color Vision O Field of Vision O 7. PHYSICAL DEMANDS RATING SUMMARY: (1) 2 3 (4) 5 6 (DOL Physical Demand Categories 1 to 6 are very significant to the customary performance of the job if contained in parentheses).

5 8. PHYSICAL DEMAND COMMENTS: Examples of significant physical abilities associated with Strength are extended periods of sitting or standing; Lifting/Carrying/Pushing/Pulling are files, books and manuals; Stooping/Kneeling are adjusting to height of students, low file cabinet and desk drawers; Reaching/Handling/Fingering/Feeling are computer keyboard, files, manuals, notebooks; Talking/Hearing are normal classroom noises and conversations, speaking in person/on telephone, and in group settings; Seeing/Visual Acuity are reading forms, documents, and computer monitor. SUMMARY OF ENVIRONMENTAL CONDITIONS RATINGS The following analysis represents an evaluation of the surroundings in which the job is performed. Environmental Conditions must by definition be specific and related to the job. Key to Environmental Factors Rating: = Not Present in the job environment O = Occasionally - Up to 1/3 of the time C = Constantly - 2/3 or more of the time S = Seldom Under 5% of the work day F = Frequently From 1/3 to 2/3 of the time 1. ENVIRONMENT: Inside 95 % Outside 5 % 2. EXTREME COLD EXTREME HEAT WET/HUMID 3. NOISE 80 Decibels VIBRATION 4. HAZARDS: Mechanical O Explosives Electrical O Radiant Energy Burns Other Hazard/s Comments regarding Mechanical and Electrical Hazards = computer equipment and electrical outlets. 5. ATMOSPHERIC CONDITIONS: Fumes Mists Odors Gases Dusts Poor Ventilation O Other Hazard/s Comments regarding Poor Ventilation = not a problem with a fan or opened window.

6 6. PROTECTIVE CLOTHING DEVICES: None. 7. E.C. SUMMARY: Inside Work Numbers contained in parentheses indicate significant involvement of factors enumerated and rated above. OTHER RELATED FUNCTIONS OF THIS POSITION 1. Other related duties as assigned. Employee: Date: Authorized Representative: Date: The above statements are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified.