Essential Duties and Responsibilities
- Collaborate with other Student Support Services Coordinators and school site leaders to ensure alignment across school sites in systems and implementation of programs.
- Iterate and implement EFCPS network wide Student Support Services systems.
- Evaluate and analyze complex problems, issues, concerns and recommend appropriate alternative solutions to make effective and timely decisions.
- Create a culture where the staff works as a dedicated professional team.
Coordination and Oversight of the Coordination of Services Team, Interventions, and Student Study Teams
- Serve as the LEA coordinator for the school site, interfacing with Director of Special Education.
- Establish and maintain an instruction- and results- oriented professional learning community.
- Serve as liaison between student support services staff and school site leadership. Represent student support staff and act as a voice for students with diverse learning needs. Advocate for student support services staff needs. Involve student support staff in decision making appropriate to the situation including school site planning, committees, etc.
- Responsible for compliance related to initial, annual, and triennial IEPs for site.
- Work with school site principals and home office student support services leadership to lead, manage, and evaluate effectiveness of special education program and use data as the driver for PD, teacher support, and programmatic shifts.
- Coordinate transition IEPs for incoming students, including 30-day transfer IEP’s. Serve as contact for incoming students.
- Lead the Learning Lab Team:
- Provide direction, coaching and support for education specialists, speech and language pathologists, clinicians, paraeducators, and other service providers.
- Develop agendas and facilitate weekly Learning Lab team meetings.
- Create Learning Lab procedures and resources.
- Collaborate with Learning Lab Team to coordinate special education services:
- Support with scheduling of services, ensure schedules meet required minutes;
- Ensure all service providers have rooms to serve students;
- Coordinate space/time for collaboration between various service providers.
- Ensure appropriate testing accommodations for all statewide testing, assessments related to IEPs, and teacher made assessments.
- Ensure parent engagement and understanding throughout the IEP process.
- Attend complex IEP meetings.
- Serve as Administrative Designee at IEP meetings as needed (is qualified to provide or supervise the provision of pecially designed instruction to meet the unique needs of individuals with exceptional needs, is knowledgeable about the general curriculum, and is knowledgeable about availability of resources of the LEA).
- Other duties as assigned.
Section 504 Plans
- Lead the Coordination of Services Team (COST) to oversee referral of students requiring support (academic, speech/language, and social emotional/behavioral), timely implementation of interventions, the progress monitoring of students receiving interventions, and the evaluation of intervention effectiveness.
- Ensure COST systems and procedures (including data tracking and communication) are communicated to all stakeholders (including school staff and parents).
- Plan, lead and facilitate COST meetings.
- Oversee the management of COST (triage students, action steps, eight week follow up)
- Manage multiple moving parts and layers of MTSS so that all parts work cohesively and systems/ processes are in place to be both proactive and responsive to changes.
- Maintain detailed records and use appropriate data bases.
- Assist in designing, coordinating and monitoring implementation of research-based interventions aligned a multi-tiered intervention framework. Facilitate effective integration of educational, clinical, and behavioral program components.
- Monitor student performance data of those receiving interventions and communicate a sense of urgency around student academic needs.
- Engage caregivers in the educational process through formal trainings and workshops and by providing frequent opportunities to discuss student growth and needs.
- Ensure there is a Student Study Team (SST) process in place and that a multi-disciplinary team considers, plans, and assesses general education interventions and supports for individual students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. Ensure parent participation in SST meetings and meeting documentation/record keeping.
- Partner with Principal and Instructional Coaches to align intervention services.
- Work to support interventionists and staff to build capacity for supporting students.
- Effectively collaborate with community partners and leverage resources for organizational success.
- Other duties as assigned.
- Ensure compliance with EFC Section 504 Policy and ensures LEA meets its responsibilities under the Rehabilitation Act of 1973 that include identifying, evaluating, and providing Section 504 eligible children access to and participation in curriculum, buildings, programs, and activities.
- Case manage student 504 plans (including the scheduling and facilitation of initial and annual meetings, coordination with parents, teachers and school staff, meeting documentation, tracking and record keeping, and progress monitoring).
- Other duties as assigned.
- Collaborate with school leadership on Positive Behavior Intervention Systems (PBIS).
- Crisis response coordinator.
- Other duties as assigned.
EFCPS Core Values
- Valid California Education Specialist Credential, Pupil Personnel Service Credential or Administrative Services Credential
- A Master’s degree in Education, Psychology, Social Work, a related field, or equivalent experience
- BCLAD or CLAD certification, highly desirable
- A demonstrated record of effectively leading other adults in creating change
- Experience as a teacher leader, instructional coach, or site leader
- Knowledge of the Common Core standards and instructional practices aligned to those standards
- Experience accelerating student learning and achievement in low-income communities
- Experience and desire to use data and technology as levers to drive instruction
- Must possess a growth mindset and be able to use feedback to refine practice
- Successful experience working in a collaborative environment
- Experience working with diverse communities
- Bilingual-Spanish preferred
Compensation & Benefits
- We collaborate. We are a team. We plan together, observe and analyze each other’s work, collaborate with our coaches and site leaders, partner with our families, and together make decisions about our programming.
- We are a learning organization. We approach or practice with an inquiry stance and a growth mindset; we analyze, innovate, and iterate every single day so that we continually improve. We believe in coaching and developing people at every level of experience, at every level of the organization.
- We are solutions-oriented. We approach every challenge with a problem-solving orientation. We listen to and encourage each other. We are resilient in the face of adversity.
- We are accountable. Our mission is to provide a superior public education to Oakland’s most underserved children. We assume personal accountability for student growth; we analyze multiple forms of data, and that analysis drives our instruction.
- We are student-focused. We form close relationships, utilize personalized learning, differentiate instruction, make learning culturally relevant, engage families, and provide individualized interventions to meet the needs of every child.
- We listen. We are a small, responsive organization that values students, family, and employee voice and input.
- We are rooted in the community. Ours is a place-based strategy that works deeply with neighborhood leaders and partners to serve our children. We understand that the cultures, values, traditions, and assets that our families bring must be leveraged and honored to reach and teach our children.
EFCPS offers a highly competitive salary and benefits package. For details, go to www.efcps.org/careers.