Early On Service Provider

St Clair Regional Educational Service Agency•Marysville, MI

About The Position

Early On Service Provider Early On Program POSITION SUMMARY: The Early On Service Provider would engage in a variety of instructional and educational services, including assessment, planning, and early intervention through direct and consultation services for children aged zero to three utilizing a parent coaching model. The children served by the Early On Program have at least a 20% delay in one or more areas of development, have a medical diagnosis or qualify for Michigan Mandatory Special Education under a special education eligibility category according to the Michigan Administrative Rules for Special Education. Currently we are interviewing candidates who hold or are willing to obtain a School Social Work certification or an Early Childhood Special Education teacher certification. We are also considering candidates who hold a Speech Language Pathologist certification. The Early On Service Provider plays a key role with his/her specialized knowledge about typical and atypical early childhood development. The candidate must have knowledge of or be willing to learn the components of Special Education evaluations that determine eligibility under Michigan Administrative Rules for Special Education. Further, a comprehensive approach takes into account the perspectives provided by the family of children zero to three. The Early On Service Provider will provide Early Intervention Services based on evaluation data, research, evidence-based practices, expert professional judgment, and consideration of student needs. The Early On Service Provider will provide services to children who have conditions that are cognitively, physically, developmentally, or emotionally challenging while focusing on improving their ability to perform age-appropriate tasks in their natural home and community environment via parent coaching. QUALIFICATIONS : Masters degree in Speech and Language Pathology required with Certificate of Clinical Competence or Masters degree in social work with School Social Work Certification or a willingness to obtain School Social Work Certification or Early Childhood Special Education Teaching Certificate or willingness to obtain ECSE Certification Knowledge of infant toddler child development Experience with components of Special Education Certification preferred

Requirements

Masters degree in Speech and Language Pathology required with Certificate of Clinical Competence or Masters degree in social work with School Social Work Certification or a willingness to obtain School Social Work Certification or Early Childhood Special Education Teaching Certificate or willingness to obtain ECSE Certification
Knowledge of infant toddler child development
Experience with components of Special Education Certification preferred

Responsibilities

Provide direct and consultative Early Intervention based comprehensive evaluations utilizing the Primary Service Provider Model.
Complete necessary IFSP/IEP and re-evaluation paperwork.
Serve as a team member and confer with multidisciplinary teams, IFSP/IEP teams, other staff, families, physicians, and agencies to share, discuss and evaluate data and information.
Provide services in the home, community and school settings.
Collaborate with other disciplines to ensure team understanding of a child's performance strengths and needs, through evaluation to develop personalized program planning, next steps for the child and family, and service delivery.
Synthesize evaluation results into a comprehensive written report which reflects strengths and barriers to the child’s access to general education curriculum or age appropriate performance in the natural environment.
Ability to write goals and objectives per state guidelines, provide evidence-based documentation on individual goals and objectives for students eligible for Early Intervention S
Coach parents to learn and follow through with routines based interventions.
Work collaboratively with other disciplines to support families through the transition process at the time their child ages out of Early On services.
Ability to adapt and modify environments, equipment, and materials including assistive technology.
Ability to plan, coordinate, and conduct continuing education for educational personnel, parents, and children.
Demonstrated written communication skills
Work cooperatively and creatively with the staff and community-at-large.
Assist with student management activities
Other duties deemed appropriate by the program administrator