$63,400 to $73,500

FULL-TIME, 10-MONTH POSITION

JOB SUMMARY

The IEP Coordinator oversees all aspects of the special education IEP process. They ensure that the IEPs and the processes are in compliance with all federal, state, and local regulations and guidelines. The IEP Coordinator supervises the IEP Specialist.

SUPERVISION: IEP Coordinator reports to Education Director(s) or designee

ESSENTIAL JOB FUNCTIONS

• Provide technical and content training to all IEP writing staff and staff involved in developing transition plans on the Maryland and DC IEP systems, with the support of the Clinical Director(s) and Education Director(s)
• Supervise the development of all IEPs including proof reading, editing, and making recommendations for revisions to maintain compliance and to meet the individual needs of students; work with the Clinical Director(s) to ensure that FBAs and BIPs are completed in compliance within required timelines
• Prepare for, schedule, and conduct all IEP related meetings (annual, triennial reviews, 60 day reviews, attendance meetings, placement meetings, manifestation, and Senior exit meeting); ensure that all parties whose presence or input is required for the meetings (including staff, administrators, parents/guardians, advocates, lawyers, surrogates, social workers, etc.) have been notified in a timely manner, and obtain required documentation from all parties, including those unable to attend
• Notify the appropriate staff of the outcomes of IEP meetings, any additional follow-up needed (concerns raised, assessments, meetings, etc.) and update the student database and Finance Office of any changes to a student’s IEP related services
• Work with the Registrar, Education Director(s), and Clinical Director(s) to ensure that quarterly documentation of all IEPs are completed, distributed, and filed
• Provide parents/guardians with required documents prior to and following an IEP meeting within specified timelines; file all related documents in a timely manner
• Assist the management team regarding documentation of critical incidents as needed
• Attend all appropriate state, and/or local meetings/trainings related to IEP development, coordination, transition planning, and/or state testing administration as required
• Maintain positive and professional working relationships with all local school system representatives and demonstrate knowledge of all educational interventions, resources, and special programming, and provide accurate updates of this information to the local school systems’ representatives
• Maintain students’ files, related to the IEP and IEP related documents, in inspection-ready condition at all times in order for The Foundation Schools to remain in compliance in all areas according to federal, state and district regulations
• Provide the Clinical Director(s) and Education Director(s) with feedback regarding teachers and therapists performance in IEP related meetings
• Demonstrate knowledge of current special education regulations and guidelines, and identify changes to those regulations; communicate to the Education Director(s) and Principal those changes to ensure that The Foundation Schools’ policies and procedures align with current regulations
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and ensure the students’ IEPs reflect the individual needs to each student
• Effectively manage student behavior through the implementation of the behavior management system, school rules, policies, and procedures; model appropriate behavior for the students during the school day
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Proactively provide supervision of students to ensure the safety and security of the school program at all times
• Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
• Actively participate in committees, meetings, supervision, and professional development activities
• Consistently model and implement the organization’s core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors
• Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures
• Complete other duties as assigned

BENEFITS

• Company Paid –Group Term Life, Accidental Death & Dismemberment, Short Term Disability, and Long Term Disability Insurances, Employee Assistance Program, 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees), Educational Funds Assistance, 9 Paid Holidays, Paid Days Leave (PTO), Extended Sick Leave, Scheduled School Leave
• Company and Employee Cost Shared - Health Insurance (include prescription and visions benefits), Dental Insurance
• Employee Paid - Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts, Supplemental Life Insurance, Supplemental Accident, Hospital and Critical Illness Benefits
• Other Benefits - Credit Union Membership, Free Parking on Site, Professional Development Programs

Education, Experience and Certification

• Master’s degree in education, special education or related field is required
• MSDE Certification or eligibility for MSDE Certification required in special education
• Three years of teaching experience, writing IEPs, and/or attending IEP meetings, prior experience working with students with emotional disabilities preferred
• Knowledge of special education law and the compliance requirements of the various federal, state, and local school system regulations, policies, and procedures
• Training on Maryland and/or DC IEP systems a plus
• Knowledge of testing and educational assessments is a plus
• Excellent oral and written communication skills, computer proficiency, and a demonstrated capability to interface and maintain effective relationships with co-workers and state/country representatives
• Knowledge of IDEA and its specific applications to educating students with special education needs and emotional disabilities and other disabilities preferred
• Bilingual (Spanish/English) abilities are a plus

Physical, Interpersonal and Cognitive

• Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc.
• Complete reports and data input while using a variety of computer programs
• Move and carry supplies; light lifting, non-repetitive
• Work positively and collaboratively with others
• Maintain a professional work ethic and meet the standards of professionalism including appropriate attire, attendance and timeliness
• Demonstrate effective time management and organization skills
• Prioritize and plan work activities
• Use time and resources efficiently, set realistic action plans and goals
• Speak clearly and be understood by others
• Read and express thoughts in a written format
• Possess and demonstrate a high level of mental and emotional balance
• Respond quickly and tactfully to crisis situations while using critical thinking to assess problems
• Work with minimum supervision and meet deadlines
• Physically restrain or assist in student restraints
• Possess sufficient mobility to provide program support and manage student behaviors