POSITION SUMMARY: The Special Instructor (SI) is a key member of the Local Education Agency (LEA). The Special Instructor reviews Multidisciplinary Evaluation (MDE) reports, medical and behavioral records and assessments, and the child's developmental strengths and needs to develop an appropriate Individualized Education Plan (IEP). The SI works with the IEP team and family members to ensure that the child with a disability is included with their typically-developing peers to the maximum extent possible. In addition to administering and reviewing standardized assessments, the SI observes the child, interviews parents, and consults with other professionals working with the child. Once a child has been determined to be eligible for preschool special education services, the SI works with the IEP team to develop strategies, specially-designed instruction (SDI), and goals that can be shared, discussed, and/or modified as needed. Additionally, this role develops progress monitoring targets/benchmarks.

DUTIES AND RESPONSIBILITIES:

• Attend Initial, Annual and Review IEP meetings for preschool-aged children in the city of Philadelphia as a special education provider in accordance with IDEA and Chapter 14
• In collaboration with the IEP team, develop goals, strategies, SDIs, and progress monitoring benchmarks for assigned child receiving services
• Develop goals and strategies rooted in principles of inclusion to the maximum extent possible including, but not limited to, least restrictive environment (LRE), free appropriate public education (FAPE), maximum participation with typically developing peers, parent engagement, and the transfer of learning through push-in services and distributive practice

• Work collaboratively with all members of the child's IEP team to revise and update goals and strategies as required according to child progress, regression, and/or mastery
• Work collaboratively with all members of the child's IEP team to conduct regular progress monitoring, observations, and recording progress towards goals
• Provide ongoing consultation with parents, caregivers, IEP team members, school faculty, and childcare and head start teachers with regard to the IEP and assign child's progress as it pertains to learning
• Provide direct instruction, professional development, and technical assistance to facilitate adult learning in early childhood settings to parents, teachers, and service providers
• Conduct bi-annual re-evaluations as required for children; administer preschool assessments including, but not limited to, the Short Sensory Profile (SSP), Developmental Assessment of Young Children (DAYC), Battelle Developmental Inventory (BDI), and Devereaux Early Childhood Assessment-Clinical (DECA-C)
• Develop transition plans for children including, but not limited to, transition to Kindergarten; moving out of county or out of state; moving to a new school, program, or child care center; or transition out of early intervention
• Utilize data systems (i.e. electronic recordkeeping systems) to track children due for initial, review, and annual IEPs as needed
• Work collaboratively with all early intervention team members to ensure that each child's goals are appropriate and aligned with PA Early Learning Standards
• Maintain professional documentation including, but not limited to, progress notes, progress monitoring, IEP goals, parent letters, and assessments
• Carry a small caseload of children as needed
• Perform cardiopulmonary resuscitation (CPR), crisis intervention, and first aid using agency-trained protocols
• Perform other duties as assigned

IMMEDIATE SUPERVISOR: Early Intervention Coordinator

DIRECT REPORTS: None

CONTACTS: Elwyn staff, children and their family members, external provider agency staff

EDUCATION/EXPERIENCE/SKILLS REQUIREMENTS:

• Bachelor's Degree in Early Childhood/Special Education
• Master's Degree in Early Childhood/Special Education preferred

• PA School Certification in Early Childhood/Special Education

• Two (2) of experience working with young children with special needs
• Prior experience participating in IEP meetings
• Ability to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities
• Demonstrated strong attention to detail
• Demonstrated strong time management and organizational skills
• Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision
• Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions
• Must be able to perform CPR and crisis intervention using agency-trained protocols
• Must possess excellent customer interaction, collaboration, presentation, and written and verbal communication skills
• Demonstrated intermediate experience with Microsoft Office applications, including Word, Excel, Outlook, and PowerPoint
• Current, valid driver's license in state of residence, three (3) years driving experience, and acceptable driving record in the United States