Early Intervention Coordinator

Job DetailsLevel: ManagementJob Location: Administration - Tucson, AZ 85713Position Type: 40 hours/week - year roundEducation Level: Graduate DegreeSalary Range: $2,328.80 - $2,328.80 SalaryTravel Percentage: In-Town and Out of TownJob Shift: Day (M-F) Approx 8am - 5pmJob Category: ManagementLocation:  Margaret H Molloy Administration Building, 602 E 22nd St, Tucson, AZ 85713

Level: Management

Position Type: 40 hours/week - year round

Salary Range: $60,548.80 - $66,603.68 annually

Travel %: In-Town and Out of Town

Job Shift: Day (M-F) 8am - 5pm, work is in-person, may be eligible for a hybrid work schedule, may work some evenings and weekends 

Job Categories: Education

Classification:  Salary, Exempt

Supervisor:  Family and Community Partnerships Director

Supervises: Early Intervention Specialist (4)

 

Job Summary:     

As a member of the Family and Community Partnerships (FCP) department, reporting to the Family and Community Partnerships Director, the Early Intervention Coordinator oversees the agency's early intervention services, inclusive of Easter Seals Blake Foundation (EBF) and EHS-CCP, to children (prenatal to age 5) and their families in the five designated counties in Southern Arizona.  Manages Memorandums of Understanding (MOUs) with 15 Local Education Agency (LEA) [school districts] and the Arizona Early Intervention Program (AzEIP) for service delivery and evaluates delivery of these services and recommends changes as needed. Collaborates with internal and external stakeholders to ensure seamless services, including providing professional development to direct service staff. The ideal candidate understands the regulations and requirements of IDEA and local agencies and integrates with systems to comply with Head Start Performance Standards. Works to create an inclusive culture where the needs of children are met, parents receive information and support to effectively advocate for their child, and staff feel prepared and able to provide individualized activities and materials that support the child's development and growth. 

 

Benefits:


Paid Leave - 26 paid holidays, 5 days paid vacation after one year and up to 20 days each year thereafter, 8 days paid Personal leave first year, 9 days each year thereafter, up to 5 days paid Sick leave per year.
Insurance benefits - Dental, Flexible Spending Accounts, Health Reimbursement Arrangements, Health Savings Accounts, PPO medical (3 plans), Vision, and Supplemental Life coverage for self, spouse, and child ($25,000 basic life and Accidental Death and Disability provided by employer). Supplemental coverages (Critical Illness, Hospital Indemnity, and Accident Insurance), and pet insurance. 
Retirement Plan - Agency contribution after years of services and hours eligibility criteria are met. 401k deferral once eligibility criteria is met.


 

Minimum Qualifications:


Possess a Master’s degree from a recognized educational institute in the field of Education with a major in Early Childhood Special Education, Special Education,  Social Work Psychology or agreed equivalent that supports high quality implementation of our program as determined by the agency or Possess an Early Childhood Special Education Certificate (birth to 5 years) from any state
Minimum of five (5) years’ experience working with children birth to five years of age who have a diagnosed disability.
Minimum of three (3) years supervisory experience.
Demonstrated proficiency using Office 365 (Outlook, Teams, OneDrive, Word, Excel, PowerPoint)
Read, write, and speak English.
Submit a current AZ Department of Public Safety Level One Fingerprint Clearance Card prior to start date. 
Able to pass a company paid physical exam prior to starting work. 
Able to pass a DES Centralized Background Check prior to starting work.  
Excellent driving record 


 

Competencies:


Confidentiality
Ethics and Integrity
Building Relationships
Teamwork
Effective Oral and Written Communication
Technology
Compliance Driven
Creative and Innovative Thinking
Analysis/Reasoning
Decision-Making/Judgment
Self-Management
Adaptability and Flexibility


 

Other Requirements (post hire):


Must be able to travel to and from various sites as needed. 
Must be able to travel outside assigned area in company-owned vehicle.  This travel could begin before daylight hours and continue after sundown in some situations.
Provide proof of immunizations:  MMR (Measles, Mumps, Rubella), Tdap (adult Tetanus, Diphtheria, Pertussis), and a clear Tuberculosis Self-Assessment.
Ability to maintain a valid level fingerprint clearance card and annual DES Centralized Background Check.   
Must be able to prove the right to work in the USA by providing appropriate documents to complete the Federal I-9 form.
Ability to attain and maintain the following:

Pre-school CLASS certification on an annual basis
My Teaching Strategies Reliability Certification every three years
First Aid and CPR training including Infants and Children.




 

Desired Qualifications:


Five (5) year’s program management experience at a Head Start grantee organization or mission driven non-profit organization.
Read, write, and speak Spanish.
Pre-school CLASS certification.
SMART Teach Reliability Certification.
First Aid and CPR training including Infants and Children.


Work Environment:


Primary


Office setting


Secondary

Classroom setting
Outdoor setting (hot and/or cold temperatures)
Possible exposure to cleaning and sanitizing chemicals
Possible exposure to blood and bodily fluids or tissues
Possible exposure to communicable diseases




 

Physical Requirements:

Frequently


Sitting for long periods
Viewing computer monitor and typing on keyboard for more than 30 minutes at a time
Clerical duties (writing, filing, copying, etc.)


Occasionally


Standing for long periods (more than 30 minutes)
Up and down from 12" - 14" chairs and from floor areas in classroom
lifting up to 40lbs




Qualifications 

Job Specific Duties and Responsibilities

 

Early Intervention Services Management:


Develop early intervention systems and service plan to deliver high-quality services to children with special rights, inclusive of the agency plan to meet the Head Start mandate to enroll and serve a minimum of 10% of funded enrollment of children with disabilities.
Promote the inclusion of children with disabilities in general education classrooms through best-practices.
Provide expertise to high-need classrooms and children with atypical development. Create educational interventions to best support the child and family.
Support and collaborate with Education Specialists and Coordinators, along with Comprehensive Services Unit staff, for specialized and individualized strategies to promote high-quality early intervention services.   
Administer the system for the recruitment and placement of children with diagnosed disabilities referred by LEAs and community agencies.
Manage the program process for the screening, assessment, and referral for evaluation of children with suspected disabilities identified through the agency’s enrollment process or by concerned staff or families.
Develop and maintain MOUs with LEAs and AzEIP that outline roles in referring, identifying, evaluating, placing and delivering direct and related services, and parent support. Assure all agreements comply with applicable regulations.
Establish a process for monitoring completion of Individualized Education Plans (IEPs) and Individualized Family Service Plan (IFSP) and delivery of services; oversee development and delivery of CPC individualized plans for children who have a suspected disability or who are referred to the LEA or AzEIP. Attend MET/IEP meetings as needed.
Support staff in their work with children with an IFSP and IEP to individualize curriculum, using inclusion strategies and community resources.
Establish a process for assessing appropriateness of behavioral plans and 504 accommodation plans for children with disabilities.
Create a process for determining when a child needs an evaluation independent of an LEA or AzEIP; oversee the development and implementation individualized plans for children with disabilities. 
Establish a process to ensure development of comprehensive transition plans for children with IEP/IFSP. In collaboration with AzEIP service coordinators, advocate and assist families and staff in the child’s transition from Part C to Part B and to the LEA. Represent CPC at transition meetings where HS is the general classroom/least restrictive environment (LRE).
Identify and coordinate when additional personnel, transportation, or other related services are required for successful implementation of the plan.
Leads, supports, and facilitates conflict resolution among staff and/or parent concerns regarding children with diagnosed or suspected disabilities.
Coordinate, schedule, and attend pre-placement meetings during late winter and/or early spring with LEAs.


 

Supervision:


Supervise assigned staff by providing direction, input, and feedback using tools and resources provided in the agency’s performance planning, supervision and evaluation system.
Provide a minimum of one supported supervision meeting per month to assigned staff. Use reflective practice supervision and coaching strategies with consistency and equity to create a learning environment that supports development while maintaining accountability for performance. 
Support and monitor assigned staff in professional achievement or personal growth through the professional development system including attainment of required certifications or education.
Identify self-growth, development goals, and strategies for achievement with support and input from supervisor.
Commit and participate in consistent and planned meetings with supervisor to further professional growth by seeking feedback, reflecting on and assessing own practice, and taking advantage of opportunities to improve skills and knowledge.


 

Record-keeping, Monitoring, and Reporting:


Oversee the development, monitoring, analysis, and distribution or various reports containing agency wide data related to suspected/referred/and diagnosed disabilities. Use data for informed decision-making. Recommend strategies for improvement to supervisor. Follow up on plans for correction and continuous improvement.
Ensure early intervention systems support effective, accurate, and timely entry of data and reporting of information.
Establish, implement, and maintain a system for annual review and revision of early intervention related agreements and discuss recommendations with supervisor.
Present data, analysis, and recommendations to management teams, committees, or governance as necessary.


 

Leadership, Management, and Teamwork:


Participate on the FCP management team and contribute to the decision-making process for policies and procedures, planning, strategic initiatives, professional development, budget, governance, and agency self-assessment related to education services. Implement and monitor key management decisions in the areas of early intervention services.
Participate on the Comprehensive Services Unit (CSU) team and contribute to the Cross-Department Collaboration team in support of integrated policies, procedures and services.
Maintain expertise including best practices, local, state, and federal initiatives through active membership in professional organizations and establishment of good working relationships with internal and external stakeholders. Link current research, resources, and program data to practice by discussing program quality issues and ways to advance practice.
Identify and support minimum standards for materials and resources that support inclusive indoor and outdoor environments that are safe, well equipped, aesthetically pleasing, and reflective of the culture and practices of the children and families served. Advocate for resources to improve program quality by offering suggestions and providing information about needed resources during the program planning and feedback for budget development process related to early intervention services.
Participate in Policy Council and Advisory Group activities as assigned.
Participate and present in local and national seminars, college course work, national organizations, specific disabilities certification programs, and strategic planning which advance the quality of services to children and families.


 

Responsibilities for all Child-Parent Centers, Inc.:


Understand and model the agency's vision, mission, and philosophy within the agency and the community.
Demonstrate approachability, ownership, accountability, and life-long learning.
Use the agency's communication and problem-solving approach.

Seek perspective of others.
Identify emerging issues and contribute new knowledge.
Work to de-escalate when emotions and stakes are high.


Maintain professional behavior and relationships with internal and external stakeholders.
Use agency systems and technologies to accomplish work.
Maintain a high level of attendance to support ongoing service delivery.
Recognizes children's safety as the first responsibility of all staff and acts swiftly to ensure no child is unsupervised.
Implement agency policies and procedures for safeguarding confidential or sensitive information about employees and/or program participants. Restrict access to paper or electronic documents to those with a need to know.
Performs other duties as assigned.


 

Please Note: This job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice. This job opening is intended to provide information about the position for employee recruitment purposes only and is not intended to be the basis of any employee contract.

Child-Parent Centers, Inc. is an Equal Opportunity Employer