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Expired

Hybrid
Full-time
over 2024 years ago
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Summary

Company Overview Shine on as a SPED IEP Coordinator. Specialized Education Services, Inc. (SESI). a division of FullBloom, is a premier provider of special education and alternative education services for K-12 students. SESI partners with 600+ districts across the country to meet the needs of 7,000+ students with learning disabilities and behavioral challenges through day schools and in-district classrooms. We exist to make student success happen. Our trusted partnerships with school districts, intensive support of students, and engagement with families enable improved academics, application of positive behaviors, and seamless transition in using life skills beyond the classroom. We serve students with a broad range of academic, behavioral, and social-emotional learning needs, providing the support, education, and tools they need to achieve success and enjoy rewarding futures. We're in search of a highly motivated individual with experience in special education laws and regulations for students with emotional and learning disabilities to serve as IEP Coordinator at High Road School of Philadelphia. High Road School of Philadelphia is a safe and nurturing environment with students in grades 7-12 and located near Temple University's medical campus. Small classes and a high staff-to-student ratio allow for personalized instruction and individualized responsiveness. Our ideal candidate will be someone who can manage day-to-day special education compliance of a 100+ student population. This person should be highly proficient with IDEA laws and possess extensive knowledge of PA Chapter 14 regulations. He/She should be highly personable and have a love for this field and the students we serve. Under the direction of the Education Director, the IEP Coordinator is responsible for development of all IEPs, PBSPs and FBAs, coordinating IEP team meetings and other parental conferences, conducting frequent and appropriate assessments and using the data to develop and implement suitable instructional plans; and collaborating with the Education Director to drive outcomes. This is a 10-month position. Our salary range for the position is $62,000.00 to $70,000.00, dependent upon experience and education. Responsibilities Work closely with classroom staff to coordinate, manage, assess needs and determine student assignment in regards to special education programs Assist Principal with recruiting, interviewing and on-boarding new campus staff members Develop and implement transition planning and services/Indicator 13 Maintain IEP database and student file scan database Prepare and attend students' IEP meetings, assure documentation is accurately completed prior to the meeting and provide on-going monitoring to ensure ISBE compliance of students' IEPs Plan and implement staff and parent education relating to special education programs Maintains close working relationship with school district, parents and community Provide and monitor crisis intervention at the school Organize, plan and deliver training for professional development and staff meetings Actively participate in Education Committee meetings and relay information to the resource team Qualifications A Bachelor's Degree; Master's Degree preferred PA Certification in Special Education Prior experience with special education case management and providing leadership for and directing the IEP process as part of a multi-disciplinary team Demonstrated ability to communicate and build relationships with stakeholders, including students, parents, school district liaisons, and community representatives Ability to handle multiple projects with fine detail Work well under pressure iwth the flexibility to respond to changing priorities, unplanned events and/or emergencies Experience working with students with range of emotional, learning and behavioral disabilities PA Child Abuse clearance, FBI fingerprint check and PA Criminal background check are required prior to first day of the job Posted Salary Range USD $62,000.00 - USD $70,000.00 /Yr.

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