Individual Education Program (IEP) Coordinator/Diagnostic Prescriptive (DP) Teacher - 12 Months
The Foundation Schools is a special education day school which delivers innovative school programs and support services for children and adolescents with emotional disabilities, autism spectrum disorders and other learning challenges. For over 40 years, the combination of academic support and therapeutic services has given our students a chance to reach their full potential. The Foundation Schools has schools in Gaithersburg, Largo and Landover, Maryland that serve over 200 students in grades K-12. We are currently accepting resumes for Individual Education Program (IEP) Coordinator/Diagnostic Prescriptive (DP) Teacher candidates for our Landover location.
The mission of The Foundation Schools is to provide a highly specialized educational and therapeutic program for students preparing them to be productive and successful in their future academic and career paths. The Foundation Schools employs special education strategies and techniques to provide quality instruction that results in the students’ mastery of approved curriculum and that promotes social, emotional and cognitive learning. We effectively manage student behavior through implementation of behavior management systems, school rules and policies.
Our Core Values’ provide a strong foundation for our programs, are integrated into our positive behavior intervention system, drive our actions and guide our staff and students daily to TWIRL (Teamwork, Work Ethic, Integrity, Respect, and Leadership). We offer a supportive working environment with small class sizes and excellent resources.
The Foundation Schools offers a comprehensive benefit package including tuition assistance and a generous retirement package. Visit our website at www.foundationschools.org for more information.
EDUCATION, EXPERIENCE AND CERTIFICATION REQUIREMENTS
- Master’s degree in education, special education or related field is required
- MSDE certification or eligibility for MSDE certification required in special education
- Three years of teaching experience, writing IEPs, and/or attending IEP meetings, prior experience working with students with emotional disabilities preferred
- Knowledge of special education law and the compliance requirements of the various federal, state, and local school system regulations, policies, and procedures
- Training on Maryland and/or DC IEP systems a plus
- Completion of courses related to testing and assessment
- Experience in testing and/or assessments of students
- Excellent oral and written communication skills, computer proficiency, and a demonstrated capability to interface and maintain effective relationships with co-workers and state/country representatives
- Knowledge of IDEA and its specific applications to educating students with special education needs and emotional disabilities and other disabilities preferred
- Bilingual (Spanish/English) abilities are a plus
KEY JOB FUNCTIONS:
- Manage all aspects of state mandated assessments to include meeting all pre and post-test administrative deadlines, maintaining test security, monitoring adherence to all testing protocols, ensuring all accommodations are provided, and maintaining sufficient testing materials; work with the technology department to ensure all technology systems are available and working
- Interpret students’ testing, assessment data, education records, and IEP, and use the data to assist teachers in implementing differential instructional strategies and accommodations
- Maintain and communicate accurate records of student data, including IEP requirements past educational history and student transcripts to ensure that information regarding students’ accommodations and disability codes are entered into the database and disseminated to all staff
- Demonstrate knowledge of graduation requirements of all local school systems and requirements for all state mandated assessments
- Demonstrate knowledge of current special education regulations and guidelines, and identify changes to those regulations; communicate to the Education Director(s) and Principal those changes to ensure that The Foundation Schools’ policies and procedures align with current regulations
- Provide technical and content training to all IEP writing staff and staff involved in developing transition plans on the Maryland and DC IEP systems, with the support of the Clinical Director(s) and Education Director(s)
- Demonstrate knowledge of all educational interventions and resources; ensure teachers are using the resources in their classrooms
- Prepare and train to all students and staff throughout the school year to ensure student readiness and proper staff administration and proctoring of state and district tests
- Assist the educational director to ensure appropriate instructional materials for each subject and grade levels are available.
- Work with teachers and therapists to ensure students are making progress on their individual career transition plans; oversee the completion of appropriate career development activities (inventories, assessments, and interviews) in order to determine career interests and/or aptitude
- Maintain a record of student SSL (Student Service Learning) and Community Service Hours; assist staff with implementing and documenting SSL opportunities for students
- Supervise the development of all IEPs including proof reading, editing, and making recommendations for revisions to maintain compliance and to meet the individual needs of students; work with the Clinical Director(s) to ensure that FBAs and BIPs are completed in compliance within required timelines
- Prepare for, schedule, and conduct all IEP related meetings (annual, triennial reviews, 60 day reviews, attendance meetings, placement meetings, manifestation, and Senior exit meeting); ensure that all parties whose presence or input is required for the meetings (including staff, administrators, parents/guardians, advocates, lawyers, surrogates, social workers, etc.) have been notified in a timely manner, and obtain required documentation from all parties, including those unable to attend
- Work with the Education Director(s) and Clinical Director(s) to ensure that quarterly documentation of all IEPs are completed, distributed, and filed
- Attend all appropriate state and/or local meetings/trainings related to IEP development and coordination, transition planning, and/or state testing administration as required.
- Maintain positive and professional working relationships with all local school system representatives and demonstrate knowledge of all educational interventions, resources, and special programming, and provide accurate updates of this information to the local school systems’ representatives
- Maintain students’ files, related to the IEP and IEP related documents, in inspection-ready condition at all times in order for The Foundation Schools to remain in compliance in all areas according to federal, state and district regulations
- Provide the Clinical Director(s) and Education Director(s) with feedback regarding teachers and therapists performance in IEP related meetings
- Provide parents/guardians with required documents prior to and following an IEP meeting within specified timelines; file all related documents in a timely manner
- Notify the appropriate staff of the outcomes of IEP meetings, any additional follow-up needed (concerns raised, assessments, meetings, etc.) and update the student database and Finance Office of any changes to a student’s IEP services
- Work with the Education Director(s) to update and maintain student transcripts with required information; update credit checklist for high school students at enrollment, and upon course completion, to ensure credit requirements are met and tracked appropriately
- Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and ensure the students’ IEPs reflect the individual needs to each student
- Effectively manage student behavior through the implementation of the behavior management system, school rules, policies, and procedures; model appropriate behavior for the students during the school day
- Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
- Proactively provide supervision of students to ensure the safety and security of the school program at all times
- Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
- Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
- Actively participate in committees, meetings, supervision, and professional development activities
- Consistently model and implement the organization’s core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors
- Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures