CAMPBELL COUNTY
GILLETTE, WYOMING

Early Intervention Coordinator

Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job and/or department.

DEFINITION

To coordinate, implement and supervise a comprehensive inclusive early intervention program for children with disabilities from birth through age five in compliance with both Federal and State regulations under the Individuals  with Disabilities Education Act (IDEA); collaborate with the Early Head Start Coordinator and Early Childhood Coordinator; assume responsibilities of Director in his/her absence.

SUPERVISION RECEIVED AND EXERCISED

Exercise direct supervision over Therapists, Speech/Audio Pathologists, Bus Drivers, Early Intervention Classroom Supervisor, and other assigned staff.

Receive general direction from Children's Developmental Services Executive Director.

EXAMPLES OF IMPORTANT AND ESSENTIAL DUTIES
Important and essential duties may include, but are not limited to, the following:

  1. Supervise, facilitate and coordinate all services of the Early Intervention Program (EIP); ensure compliance with all applicable Federal and State laws; maintain accountability factors to all service components.
  2. Participate in the selection of assigned staff, train, motivate and evaluate assigned personnel; provide or coordinate staff training; work with employees to correct deficiencies; implement discipline and termination procedures: assign tasks, projects and monitor assigned personnel; meet regularly with individual disciplines to determine needs and challenges pertaining to children served.
  3. Facilitate and direct the trans-disciplinary team; ensure completion of a variety of appropriate evaluation procedures and conduct cognitive assessments of individual children to compliment the trans-disciplinary team report.
  4. Attend all Individual Educational Plan (IEP)/Individual Family Service Plan (IFSP) meetings; review assessments reports and IEP/IFSP's to ensure compliance.
  5. Counsel and assist parents in order for them to understand their child's challenges; make appropriate referrals to other community or regional agencies; coordinate the transition process of children from Children's Developmental Services to the local school district.
  6. Coordinate Child Psychologist evaluations.
  7. Attend regular meetings with the Director of Children's Developmental Services and other coordinators in order to share information, collaborate, and discuss needs of the entire Children's Developmental Services.
  8. Develop and administer annual Early Intervention program budget; regularly review program services, past spending and monthly reports; apply for federal and state grants to ensure continued and new funding; ensure necessary  program and grant reports and records are completed and submitted as required and in compliance with appropriate regulations.
  9. Recommend policies and procedures for the early Intervention Program while complying with State Department of Education and the Division of Developmental Disabilities On-site review requirements and NAEYC.
  10. Compile appropriate statistical reports; attend Board meetings as assigned.
  11. Offer presentations to other agencies and community groups in order to promote the services offered at the Center.
  12. Maintain Program statistical data per State requirements (INFOHANDLER).
  13. Adhere to safe work practices and procedures.
  14. Attend and participate in staff meetings and related activities; attend workshops, conferences, and classes to increase professional knowledge; serve on committees as assigned.

OTHER JOB RELATED DUTIES

Perform related duties and responsibilities as required.

JOB RELATED AND ESSENTIAL QUALIFICATIONS

    Knowledge of:

    • Normal and atypical development as it relates to early childhood education.
    • Individuals with Disabilities Education Act.
    • Wyoming Rules and Regulations governing services to children with disabilities.
    • Strategies in early intervention.
    • Tests, measurements and statistical analysis.
    • Principles and practices of grant preparation and compliance.
    • Principles and practices of budget preparation and administration.
    • CPR, First Aid and other emergency procedures.
    • Principles and practices of supervision, training, and performance evaluation.
    • Modern office procedures, methods, and equipment.
    • State and Federal monitoring requirements and the self-assessment process of the Early Intervention program.
    • Due process hearings and procedural safeguards in special education.
    • Interpersonal skills in order to deal with families and children regarding unique and sensitive issues.
    • Fair Labor Standards and employment law.
    • Principles and practices of working safely.

    Skill to:

    • Operate modern office equipment.

    Ability to:

    • Assess developmental abilities of preschool age children.
    • Relate to adults and children from all levels of the socio-economic structure.
    • Manage, direct, and coordinate the work of assigned personnel.
    • Select, supervise, train and evaluate staff.
    • Provide administrative and professional leadership and direction for department personnel.
    • Analyze problems, identify alternative solutions, project consequences of proposed actions, and implement recommendations in support of goals.
    • Research, analyze, and evaluate new methods, procedures, and techniques.
    • Communicate clearly and concisely, both orally and in writing.
    • Speak to large groups and organizations.
    • Exercise good judgement, flexibility, creativity, and sensitivity in response to changing situations and needs.
    • Establish, maintain, and foster positive and harmonious working relationships with those contacted in the course of work.

EXPERIENCE AND TRAINING GUIDELINES:
Any combination equivalent to experience and training that would provide the required knowledge, skills, and abilities would be qualifying. A typical way to obtain the knowledge, skills, and abilities would be:

    Experience:

    • Five to six years experience with progressively responsible experience in early intervention programs and supervision of professional staff.

    Education/Training:

    • Equivalent to a Bachelor's or Master's degree in Early Childhood Special Education.

LICENSE, CERTIFICATES OR REGISTRATIONS:
Must be current or obtained within a specified time frame as defined upon employment.

    • State Department of Education Certification.
    • CPR/First Aid.

WORKING CONDITIONS:
Essential duties require the following:

    Working Environment:

    • Minimal exposure to undesirable working conditions or exposure. Some exposure to cold, heat, noise, working outdoors, chemicals and bodily fluids.  Exposure to typical playground activities.

    Physical Activities:

    • Essential functions require maintaining physical condition necessary for minimal activity such as sitting, standing, walking, kneeling, crouching/stooping/squatting, and lifting an average of 50 lbs.

Reviewed By.................. Date:
Position Incumbent(s)........ 08/13/02
Supervisor/Department Head... 08/13/02
Personnel Committee.......... 08/14/02
Human Resources.............. 08/15/02
Board (if applicable)........
Commissioners................ 08/20/02
Effective Date............... 08/20/02
Revision Date................

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

    Reviewed By................ Date:
    Position Incumbent(s)......
    Supervisor/Dept Head....... 07/19/05
    Personnel Committee........ 08/30/05
    Human Resources............ 08/30/05
    Board (if applicable)......
    Commissioners.............. 09/07/05
    Effective Date............. 09/07/05

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.