Coordinator, Early Intervening Services

Los Angeles Unified School District; Los Angeles (CA); Hybrid; USD 153.000 - 190.000; Vollzeit

Zusammenfassung

Los Angeles Unified School District is seeking a Coordinator, Early Intervening Services within the Division of Special Education. The role administers the Comprehensive Coordinated Early Intervening Services (CCEIS) program and leads school leadership teams to address disproportionality.

You will liaise with the Division of Special Education, Student Health and Human Services, Division of Instruction, and site administration to ensure compliance with state and federal mandates, analyze data,

Qualifikationen

• Eight (8) years of public school service in certificated positions; at least two in leadership roles.
• At least three (3) years working with students with disabilities in certificated capacity.
• Master's degree or higher from a regionally accredited institution.
• Completion of Multicultural Education and Master Plan coursework (one year to complete).

Aufgaben

• Develops and administers CCEIS Program Improvement Process to reduce disproportionality.
• Leads school leadership teams to address disproportionality root causes and plan actions.
• Liaises with divisions to assure compliance with mandates.
• Compiles data to identify root causes and tracks student outcomes.
• Leads development and monitoring of school CCEIS plans.
• Coordinates pre-referral intervention strategies for behavioral, developmental, academic needs.
• Oversees professional development for sustained intervention models.
• Supports regions in implementing recommendations to prevent inappropriate identification.
• Trains principals and teams on pre-referral interventions and culturally relevant engagement.
• Performs other duties as assigned.

Kenntnisse

Leadership

Data analysis

MTSS

Collaboration

Ausbildung

Master's degree or higher

Multicultural Education coursework

Jobbeschreibung

DESCRIPTION:

Division of Special Education

COORDINATOR, EARLY INTERVENING SERVICES

41G (School Support Administrator, 0515)

Under the direction of the Executive Director, Special Education or designee, this administrator will perform the following duties:

PRIMARY DUTIES/RESPONSIBILITIES:

• Develops and administers the Comprehensive Coordinated Early Intervening Services (CCEIS) Program Improvement Process to reduce disproportionate representation of African American students in special education
• Develops and leads the work of school leadership teams to understand significant disproportionality and its root causes and to develop the plan to address disproportionality
• Serves as a liaison with the Division of Special Education, Student Health and Human Services, Division of Instruction, and school site administration to assure compliance with state and federal mandates
• Compiles and analyzes data to determine the root cause of disproportionality and tracks relevant student data
• Leads teams in the development of school specific CCEIS plans; monitors and advises school teams on said plans
• Coordinates and monitors the design and program implementation of pre-referral intervention strategies to be utilized by teams at schools to address behavioral, developmental, academic, and the social-emotional needs of all students as alternatives to suspension and/or special education referral
• Coordinates and monitors the implementation of professional development that sustains a comprehensive intervention model for identified schools with appropriate selection of materials, equipment, and supplies and the utilization of research-based practices that support the educational performance of students
• Coordinates and facilitates support to the regions in the implementation of recommendations to prevent inappropriate identification of students; ensures high level of academic, behavioral, and social development of students
• Coordinates the development and training of school principals and school teams in determining appropriate pre-referral interventions, including implicit bias, parent engagement, alternatives to suspension, increasing literacy skills, and providing culturally relevant academic engagement
• Performs other duties as assigned

SALARY:

41G, School Support Administrator (0515) – A Basis ($152,674 – $190,446) – 261 paid days

• In the case of an annualized employee who is changing basis during the year, this change may result in an annualized “settlement” (i.e., the process by which the

District resolves an under or overpayment).

• For employees who change basis during the school year, this basis change may prevent them from earning a full year of service credit.
• Selected individual may be subject to displacement due to norm allocation and seniority-based RIF provisions or due to budget limitations.

MINIMUM REQUIREMENTS:

• At least eight (8) years of successful, full-time public school service in a certificated position(s), with no fewer than two (2) years of which must have been in a leadership position(s) (e.g., coordinator, instructional coach, dean)
• At least three (3) years of successful, full-time public school experience working with students with disabilities in a certificated capacity
• An earned master’s degree or advanced degree of at least equivalent standard conferred by a regionally-accredited college or university
• Completion of required Multicultural Education and Master Plan coursework*

*Applicants have one year to complete this requirement.

Employees who have been issued a below standard Performance Evaluation, or Notice of Unsatisfactory Act(s) and/or Suspension shall be ineligible for application to any promotion process for one calendar year following the issuance of such a Notice.

DESIRABLE EXPERIENCE/QUALIFICATIONS:

• A strong understanding of curriculum, instruction, and assessment for general education programs, interventions and use of the MTSS process
• Knowledge of current trends and effective practices regarding socio-emotional learning
• Experience as a school site administrator
• Experience with and knowledge of developmentally appropriate instructional practices for PK students
• Experience with and knowledge of trauma-resilience informed practices
• Leadership experience in implementing and administering a variety of instructional projects or programs
• Leadership experience in working with site-based administrators and other school organizations to solve project or organizational problems
• Leadership skills in facilitating collaborative work in a team environment to include consensus building and conflict resolution
• Ability to observe, utilize, and evaluate staff effectively

FOR INFORMATION ONLY, PLEASE CONTACT:

The Los Angeles Unified School District intends that all qualified persons shall have equal opportunities for employment and promotions