Program Manager/Early Childhood Special Educator (ECSE) - Education and Development Intervention Services (EDIS)

ERP International•Maxwell AFB, AL

3d•Hybrid

About The Position

ERP International is seeking a Program Manager/Early Childhood Special Educator (ECSE) for a Full-Time position in support of the Education and Development Intervention Services (EDIS) program of the 42 Medical Group at Maxwell AFB, AL. This role involves providing a full range of Early Childhood Special Educator and Service Coordination services for infants and toddlers (birth to 36 months) with developmental delays or disabilities, or at-risk for developmental delay, in accordance with the Individuals with Disabilities Education Act (IDEA). The position emphasizes family-centered care and requires program management responsibilities including resource management, strategic planning, database maintenance, and reporting. The ECSE will also coordinate services with various agencies and ensure compliance with IDEA, Joint Commission, DoD, and DA standards. Services are provided in natural settings, including homes, childcare centers, and other military facilities, with consultation for hospitalized infants and toddlers. The role includes screening, evaluation, developing Individualized Family Service Plans (IFSPs), and providing direct services, consultation, and home-based treatment plans. The ECSE will also train other staff and participate in team meetings and quality assurance activities.

Requirements

Bachelor’s, master’s degree, or Ph.D. from an accredited Early Childhood Education Program, Home Economics (with concentration in Child Development), Human Development, Psychology, Counseling, or any other discipline that prepares individuals to provide early intervention services pursuant to Individuals with Disabilities Education Act (IDEA).
Possess an appropriate certification in early intervention services issued by a recognized State or local authority.
At least 24 months of direct full-time ECSE experience within the last 60 months in IDEA related settings delivering Early Intervention Services (EIS) in natural settings.
Extensive and professional knowledge of theories and principles of child development and special education, including knowledge of biological and environmental impacts on child development and appropriate techniques and strategies for prevention/intervention, accommodation, and adaptation.
Basic knowledge of the principles and practices of family-centered care as it relates to early intervention and services described in the IDEA with at least 1 year’s experience providing services under IDEA to children of any age.
Knowledge of current IDEA requirements regarding services in least restrictive setting.
Familiarity with Part C of IDEA and the requirements for measurable outcomes.
Basic knowledge of interdisciplinary practices and group dynamics.
Skills and ability to provide competent face-to-face contact with infants/toddlers with disabilities, their families, other members of the team, childcare providers, preschool teachers, physicians, and county and state officials.
Interpersonal skills of compassion and empathy and the ability to assist emotionally distraught, depressed, or angry family members.
Ability to use interpersonal skills of valuing inter- and trans-disciplinary work, handling professional disagreements effectively, and communicating the unique viewpoint and contributions of the field of early childhood education.
Knowledge, skills, and abilities to rightly evaluate infants and toddlers; assist and teach families; articulate the developmental needs of the child; consult with families, care givers, and other professionals; explain the scope of services provided to families and county and state officials; and participate in team/group interactions, work groups and decision making.
Basic knowledge of developmental assessment, facilitation of child development, and theories and practices for serving young children with disabilities.
Experience in developing functional outcomes for Individualized Family Service Plans (IFSP).
Current, full, active, and unrestricted license.
Current ARC or AHA BLS Healthcare Provider certification.
Ability to pass a Government background check/security clearance.

Nice To Haves

Routine teleworking is not expected, but CPs may telework during off-site patient appointments/meetings.
CPs must have a government laptop (GFE), charging cord, and mouse issued by the established official worksite (MTF).
Use of HCW-owned computer equipment is not authorized.
CPs must have adequate internet connectivity and the means to be able to perform normal duties while teleworking.
If there isn’t adequate internet connectivity, the CP must report to the physical office location.
The Government will not procure/provide additional technology to facilitate teleworking.
The contractor is responsible for any equipment issued to the CP for the performance of telework.
Any equipment that is lost, stolen, or damaged beyond repair shall be reimbursed to the MTF by the contractor.
Prior to the beginning of any telework agreement, the “GFP Attachment” at DFARS PGI 245.103-72 must be completed and the task order modified to incorporate the attachment and the applicable clauses.
The CP will complete all MDG teleworking training and forms prior to teleworking.

Responsibilities

Provide a full range of Early Childhood Special Educator and Service Coordination services targeting infants and toddlers from birth to 36 months old with developmental delays or disabilities, or at-risk for developmental delay.
Assist in the coordination of services such as physical therapy, occupational therapy, speech therapy, education, and counseling intervention to eligible infants and toddlers and their families.
Plan, coordinate, and administer all aspects of the EDIS Early Intervention Services (EIS).
Manage resources by analyzing program requirements, tracking obligations of funds, and monitoring services.
Plan for short and long-range goals and requirements through strategic planning.
Maintain database systems for tracking and service coordination using Special Needs Program Management Information System (SNPMIS).
Prepare reports and gather information through data collection systems to improve organizational performance.
Analyze data and prepare annual reports to determine program effectiveness.
Incorporate changes based on identified needs and monitor changes to avoid adverse events and safety risks.
Assure EDIS complies with Individuals with Disabilities Education Act (IDEA) mandates, Joint Commission, DoD, and DA published standards.
Coordinate with other technical proponents within the medical treatment facility and installation support agencies.
Assure that staff have the necessary training, orientation, documentation instruments, and resources to maintain accurate records.
Collaborate work based on priorities, difficulty of assignments, and capabilities of EDIS staff.
Prepare guidance, assistance, training, and instructions for staff on technical and administrative matters.
Identify career and professional development and training needs of EDIS staff and coordinate training.
Responsible for day-to-day and long-range planning to provide responsive support to MTF and outside agencies.
Maintain quality control over all EDIS members peer reviews.
Coordinate and provide oversight for provision of special education related services to DDESS and establish and maintain effective working relationships with DDESS.
Coordinate EIS Child Find marketing information and activities to ensure identification and referral of infants and toddlers with special needs.
Establish screening procedures to identify children who may require early intervention services.
Review medical, mental health, family advocacy, and other records on children under three years of age.
Observe children in varied relevant environments; consult with referral sources; meet with parents; and consult with service providers and day care workers.
Provide service to eligible children and their families in the natural or least restrictive setting (e.g., homes, DOD Schools, childcare homes, childcare centers, military hospitals and clinics).
Utilize professional diagnostic and intervention techniques in the screening of infants and toddlers (birth through two years of age) to determine the likelihood of developmental delay.
Participate as a member of an interdisciplinary/transdisciplinary evaluation team for infants and toddlers with potential delays.
Assist in the determination of appropriate curriculum, strategies, and outcomes for child and family programming.
Ensure that adaptations and accommodations recommended by other practitioners are incorporated into the child’s daily activities.
Participate in the orientation, education, and training of other staff.
May serve on committees, work groups, and task forces at the facility.
Participate in EDIS team meetings for pre-eligibility staffing and with families to determine eligibility.
Be involved with the Early Intervention team and family to develop an appropriate Individualized Family Service Plan (IFSP).
Provide competent discipline-specific services to children and families determined eligible for EDIS services.
Provide discipline-specific in-service training to other EDIS staff to promote trans-disciplinary service delivery.
Provide consultation and technical assistance to other team members, Child Development Services staff, other child health care providers, and extended family members.
Take part in the home program for parents to maintain progress between visits.
Provide an explanation of parental rights and procedural safeguards.
Maintain current, up-to-date documentation of service delivery and service coordination.
Serve as service coordinator (case manager) for families and as liaison to school-based or other community-based service delivery programs.
Initiate and provide appropriate contacts, including reports, letters, documents, and privacy act releases.
Become competent in using the Special Needs Program Management Information System (SNPMIS) for client information and documentation.
Assist parents with transitional activities to ensure a smooth change in programming and location.
Participate in EIS/EDIS team/group interactions, work groups, and decision-making procedures.
Communicate effectively with families to promote an understanding of the philosophy and conceptual framework of EIS per the intent of Congress and IDEA.
Support ongoing process improvement initiatives, quality assurance activities, preparations for monitoring and inspection visits, and other similar program support functions.