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IEP Coordinator

Education, Experience and Certification

  • 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
  • Knowledge of testing and educational assessments is a plus
  • 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:

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)

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

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 related services

Work with the Registrar, Education Director(s), and Clinical Director(s) to ensure that quarterly documentation of all IEPs are completed, distributed, and filed

Provide parents/guardians with required documents prior to and following an IEP meeting within specified timelines; file all related documents in a timely manner

Assist the management team regarding documentation of critical incidents as needed

Attend all appropriate state, and/or local meetings/trainings related to IEP development, 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

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

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