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

ERP International•Montgomery, AL

5d•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 targeting infants and toddlers from birth to 36 months old, including those with developmental delays, 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 for the EDIS Early Intervention Services (EIS). Key responsibilities include coordinating services with various therapy disciplines, managing resources, tracking obligations, monitoring services, and planning for short and long-range goals. The ECSE will maintain database systems for tracking and service coordination using the Special Needs Program Management Information System (SNPMIS), prepare reports, and analyze data to improve organizational performance. They will also ensure compliance with IDEA mandates, Joint Commission, DoD, and DA standards, and coordinate with other installation support agencies. The role involves assuring staff have necessary training and resources, collaborating with staff based on priorities and capabilities, and providing guidance and training on technical and administrative matters. The ECSE is responsible for day-to-day and long-range planning, maintaining quality control over peer reviews, and coordinating special education related services. They will also coordinate EIS Child Find marketing, establish screening procedures, and review relevant records. Services are provided in natural settings, including homes, schools, and childcare facilities, with consultation only for hospitalized infants and toddlers. The ECSE utilizes professional diagnostic and intervention techniques, participates in interdisciplinary evaluation teams, and assists in determining appropriate curriculum and strategies for child and family programming. They ensure adaptations and accommodations are incorporated, participate in the orientation and training of other staff, and may serve on committees. The ECSE is involved in developing Individualized Family Service Plans (IFSPs) with families, ensuring goals are functional, meaningful, and have measurable outcomes. They provide discipline-specific services through direct services, consultation, monitoring, or home-based treatment plans, and offer in-service training to other EDIS staff to promote trans-disciplinary service delivery. Consultation and technical assistance are provided to team members and other professionals. The ECSE will maintain documentation, serve as a service coordinator (case manager), and act as a liaison to other service delivery programs. They must become competent in using the SNPMIS for client information and documentation. The role also involves assisting parents with transitional activities, participating in EIS/EDIS team interactions, and communicating effectively with families about EIS philosophy. Support for process improvement, quality assurance, and preparation for monitoring visits is also required, along with creating and maintaining Operating Instructions for the EDIS program.

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 years’ 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.
Possess current ARC or AHA BLS Healthcare Provider certification.
Must possess ability to pass a Government background check/security clearance.

Nice To Haves

CPs may telework during off-site patient appointments/meetings.
The CP will be available both online and by phone during the MTF's operational hours and will meet all performance requirements and standards as contained in the contract Performance Work Statement (PWS).
If the CP fails to meet all performance requirements and standards, telework may be revoked by the COR and the CP will be required to return to work at the MTF.
Telework duties must be within the duties outlined in the contract PWS.
Telework will only occur between the duty hours in PWS.
The CP must have a government laptop (GFE), charging cord, and mouse issued by the established official worksite (MTF).
Use of Government desktop personal computers is discouraged.
Use of HCW-owned computer equipment is not authorized.
The CP 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 compete 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.
Assist in the coordination of services such as physical therapy, occupational therapy, speech therapy, education and counseling intervention.
Program Management: Plans, coordinates, and administers all aspects of the EDIS Early Intervention Services (EIS).
Manages resources through analyzing program requirements, tracking obligations of funds, and monitoring services.
Plans for short and long-range goals and requirements through strategic planning.
Maintains database systems for tracking and service coordination by utilizing and maintaining Special Needs Program Management Information System (SNPMIS).
Prepares reports and gathers information through data collection systems to help improve organizational performance.
Analyzes data and prepares annual reports to determine program rating and incorporates changes based on identified needs.
Assures EDIS complies with Individuals with Disabilities Education Act (IDEA) mandates, Joint Commission, DoD, and DA published standards.
Coordinates with other technical proponents within the medical treatment facility and installation support agencies.
Assures that staff have the necessary training, orientation, documentation instruments, and resources to maintain accurate records.
Collaborates work based on priorities, difficulty of assignments, and the capabilities of EDIS staff.
Prepares guidance, assistance, training, and instructions for staff on technical and administrative matters.
Identifies career and professional development and training needs of EDIS staff and coordinates for training.
Responsible for day-to-day and long-range planning necessary to provide responsive support.
Maintain quality control over all EDIS members peer reviews.
Coordinates and provides oversight for provision of special education related services to DDESS and establishes and maintains effective working relationships with DDESS.
Coordinates EIS Child Find marketing information and activities to ensure that infants and toddlers with special needs are identified and referred for screening and evaluation.
Establishes screening procedures to identify children who may require early intervention services.
Reviews medical, mental health, family advocacy, and other records on children under three years of age.
Observes children in varied relevant environments; consults with referral sources; meets with parents; and consults with service providers and day care workers.
Provides service to eligible children and their families in the natural or least restrictive setting.
Utilizes professional diagnostic and intervention techniques in the screening of infants and toddlers’ birth through two years of age.
Participates 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 the adaptations and accommodations recommended by other practitioners are incorporated in the child’s daily activities.
Participates 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 the families to determine eligibility.
Involved with the Early Intervention team and family to develop an appropriate Individualized Family Service Plan (IFSP).
Provides competent disciplined 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.
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 in easily understood family friendly language.
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 of service provision and maintain current information in the system.
Assist the 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.
Support ongoing process improvement initiatives, quality assurance activities, preparations for monitoring and inspection visits, and other similar program support functions.
Create and maintain all Operating Instructions for the EDIS program.