Up to 3 Early Intervention is seeking a motivated, efficient, committed, detail-oriented educator to provide coordination of services to families. The service coordinator (Teacher, Early Intervention) coordinates all aspects of Up to 3 with individual families and also connects them to community resources. They ensure appropriate assessment, services and program processes and regulations are provided to families. Because a portion of the communities we serve require services in languages other than English, fluency in Spanish and English is a preferred qualification. This is a full-time, exempt benefited employee position and can be between 75% - 100% FTE depending on program needs and the candidate selected. There are two service coordination positions available.
Incumbents in the Teacher, Early Intervention positions provide service coordination and developmental education to both families and children with specific disabilities in their homes, community, virtual visits using zoom and/or classroom settings in accordance with the Individuals with Disabilities Education Act (IDEA) regulations.
Incumbents are required to follow the IDEA regulations and program’s responsibility.
The Teacher, Early Intervention reports to the Division Director or Program Coordinator. The position does not have supervisory responsibilities.
Provide families with the necessary knowledge and tools to enhance their child’s growth and development.
Educates families as to the IDEA regulations, specifically parts C & B, and parental rights included therein.
Coordinates and administers child evaluation and child and family assessments; facilitates and/or participates in the team determination of program eligibility.
Provides individual instruction to parents to assist the family in understanding their child’s diagnosis and other instructional and developmental needs.
Develops an Individualized Family Service Plan (IFSP) which directs the specific services needed and who will deliver the services.
Serves as a single point of contact to coordinate the delivery of services (e.g. occupational therapy, physical therapy, speech language therapy, etc.) among providers, programs, and agencies.
Provides evidence-based specialized instruction to child and/or parents related to:
Developmentally appropriate transition classroom services for children.
Home and center-based instructional services for children at risk for Autism and parents.
Home-based developmental specialized instruction for child and parents.
Coordinates and administers child evaluation and child and family assessments.
Facilitates and/or participates in the team determination of program eligibility.
Develops strategies to build on family concerns, priorities, and resources
Reviews and monitors child and family files for compliance and completeness.
Maintains adequate medical documentation.
Performs miscellaneous job-related duties as assigned.
This position description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive list of all duties, responsibilities, and qualifications required of employees assigned to the position.
Write and speak Spanish fluently.
Baby Watch Early Intervention Credential.
Training and experience in ASD methodology.
Experience in Early Intervention in Utah.
Along with the online application, please attach:
**Document size may not exceed 10 MB.**
Employees work indoors and are protected from weather and/or contaminants, but not, necessarily, occasional temperature changes. The employee is regularly required to sit and often uses repetitive hand motions.
The Institute for Disability Research, Policy, & Practice is Utah’s federally designated University Center for Excellence in Developmental Disabilities (UCEDD). The IDRPP was established in 1972 and was the first UCEDD program in the U.S. to focus on the educational and social needs of children and adults with disabilities. The IDRPP has since grown into one of the largest UCEDD programs in the nation and is recognized as a pioneer in research, training, technical assistance, and services for children and adults with disabilities, families, and the professionals who serve them.
The IDRPP is committed to hiring qualified people with disabilities, veterans, and individuals from diverse communities and backgrounds. We recognize that diversity makes us stronger, and we welcome applicants who bring something different and unique to our organization. We value creativity, loyalty, and hard work. We believe that we can change the world and make it a better, more inclusive place for everyone and we want to hire people who also believe that they can make a difference. We have high standards and we hire exceptional people.
We are working together to create inclusive communities and improve the lives of children and adults with disabilities and their families through sustainable innovation, collaborative research, responsive service, and interdisciplinary training and education.
We Innovate: We lead by developing dynamic, sustainable, forward-thinking programs and services.
We Include: We demonstrate how to effectively work toward inclusive communities in our planning, programs, and services. We celebrate diversity in ability, race, ethnicity, culture, language, gender, sexual orientation, politics, and religion.
We Collaborate: We forge partnerships. Working together makes us more effective and responsive to the current needs of our clients and communities.
We Care: We do what we do because we care. We are making the world a better place for people with disabilities and their families.
The Institute for Disability Research, Policy, & Practice is one of the largest research and outreach centers at USU, and we are largely funded through grants, contracts, and fee-for-service programs. All staff positions at the IDRPP are contingent upon funding, and all senior staff at the IDRPP with graduate degrees are responsible for helping to generate funding to support our operations and growth.
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