The WISD's Mission is to educate, serve, and advocate with students, families, schools and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can.

The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary- spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.

SUMMARY:

The Early Intervention Teacher evaluates children birth through the age of three (3) years old for eligibility for Part C of the IDEA and Michigan Mandatory Special Education (MMMSE) under the Michigan Administrative Rules for Special Education (MARSE). Provides direct specialized instruction for infants and toddlers with disabilities based on the Individualized Family Service Plans.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
Demonstrates a strong commitment to the educational and related needs of infants and toddlers
Supports the WISD mission and vision to enhance achievement for all students
Demonstrates excellent customer service.
Provides Early Intervention Services Utilizing a Primary Service Provider Model for children eligible under Part C and MMSE.
Works as part of a multi-disciplinary evaluation team to determine eligibility for Part C of IDEA and MMSE for infants and toddlers.
Works with a multidisciplinary team to analyze evaluation data and make an eligibility determination for MMSE utilizing MARSE rules and the Birth to Age Three guidance documents.
Serves as the Part C Service Coordinator for Part C eligible and MMSE eligible children on their caseload.
Demonstrates a strong understanding of typical developmental patterns as well as atypical patterns and is able to support caregivers in understanding the unique developmental/learning needs of their child.
Works collaboratively with parents and providers utilizing a transdisciplinary approach to gain an understanding of the infant or toddler’s development, health/medical condition(s), and/or disability.
Observes, assesses, and provides specialized instruction to infants and toddlers in the natural environment (home, community setting or childcare setting) to gain information and provide coaching to caregivers around evidence/research-based interventions that best meet the child and family needs.
Works collaboratively with parents and staff in developing Individual Family Service Plans and outcomes for children eligible under Part C and MMSE.
Conducts periodic and annual reviews of Individualized Family Service Plans using ongoing assessment related to Part C services and/or MMSE services.
Works collaboratively with parents and staff in adapting daily routines and activity settings to meet each child’s individual needs as it relates to their developmental delay or disability.
Provides specialized accommodations and supports related to the child’s developmental delay or identified disability i.e. assistive technology, augmentative/alternative communication systems, etc)
Maintains accurate case records and documentation meeting the requirements of Part C of IDEA and MARSE rules.
Connects families and childcare providers to recommended services within the community. For children eligible under MMSE, this includes ABA, outpatient services, etc.
Coordinates and holds transition conferences in coordination with local school district representatives to develop a comprehensive transition plan that connects the family to Part B services at age 3.
Documents, on a regular basis, children’s progress using assessment tools; monitoring through observations/evaluation and/or collecting data. Uses student progress data to improve instruction, supplemental supports, and service provision as they relate to the child’s developmental delay or identified disability.
Instructs staff for the purpose of providing information on infant and toddler development, atypical development related to cognitive, social, and play. Supports staff in developing environmental accommodations and/or supports.
Understands and intentionally uses formative assessment in the home to guide intervention related to the child’s developmental delay or identified disability
Collects, analyzes, and interprets various formal and informal assessments and evaluation strategies to evaluate and modify interventions to support the environment/activity setting.
Provides services to students in ways that build upon individual strengths and offers students maximum opportunities to participate, access, and be independent in their own learning experience.
Research resources and methods for the purpose of determining the appropriate evidence-based practices for addressing the needs of young children with developmental delay or identified disability.
Performs billing functions for Medicaid reimbursement for Part C and MMSE services.
Participates in building and district level staff meetings, in-service activities, staff development/special programs, school improvement teams and planning committees as appropriate to the assignment
This position requires a flexible schedule to accommodate the needs of families.
Completes documentation of Part C and/or MMSE services provided in Powerschool Special Populations data systems.
Maintains the data system regularly and accurately.
Maintains confidentiality of family records and information.
Adheres to District policies and procedures as well as professional, ethical and legal standards of practice.
Participates in building and district level professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
Protects the confidentiality of student records and releases personal data in accordance with state law and board policies.
Keeps a safe and hazard free work environment.
Exhibits emotional stability, exercises good judgment and makes decisions in accordance with board policies and administrative guidelines, with minimum supervision.
Works cooperatively and communicates with district and constituent district staff, students and parents/guardians.
Conducts behavior to demonstrate collegiality and professionalism.
Supports WISD vision and mission to enhance achievement for all students.
Supports a team-based approach to problem solving.
Performs such other tasks as may from time to time be assigned by the supervisor.
Regular predictable attendance.
OTHER RELATED DUTIES MAY BE ASSIGNED.

SUPERVISORY RESPONSIBILITIES:

· N/A

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Per MARSE Rule 340.1795, candidate must possess at least one (1) of the following:

1. Endorsements in both Special Education and Early Childhood Education; or

2. A major or minor in Early Childhood Education or Child Growth and Development and a valid Michigan teaching certificate with a Special Education endorsement with full approval from the Department; or

3. An endorsement in Early Childhood general and Special Education.

Teaching experience with young children and/or infants and toddlers with disabilities preferred.
Experience in assessment and evaluation.
Experience writing and implementing IFSPs preferred.
Possesses the skills and desire to work in a collaborative team with others.
Demonstrated knowledge and understanding of the teacher’s role in a team environment.
Such alternatives to the above qualifications as the Board may find appropriate and acceptable

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Michigan teacher's certificate with necessary endorsement(s) in:

o Cognitive impairment (SA), autism spectrum disorder (SV) or physical or otherwise health impaired (POHI)

and

o Early childhood (ZA or ZS).

Willingness to pursue teacher consultant approval from the State of Michigan.

LANGUAGE SKILLS:

Ability to orient parents, school staff and administrators to the unique needs of children 0-5.
Ability to design and implement educational programs appropriate for children 0-5.
Ability to explain and demonstrate appropriate teaching techniques.
Ability to read, analyze and interpret information including periodicals and professional journals.
Ability to read, analyze and interpret periodicals and professional journals.
Ability to effectively present information and respond to questions from groups of educators, students and the general public.
Ability to write lesson plans, IEP’s and other related correspondence.
Ability to direct the activities of others to execute student IEP goals.

TECHNICAL SKILLS:

Ability to integrate technology into the everyday work flow is necessary.
Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
Ability to use computer technology for research, data management, communications and other instruction.
Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
Ability to use computer technology for research, data management, communications and other instruction.

MATHEMATICAL SKILLS:

Ability to apply the concepts of math consistent with the duties of this position.

REASONING ABILITY:

Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

INTERPERSONAL SKILLS:

Ability to build rapport with others and to serve diverse publics.
Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
Ability to work effectively and collaboratively with other departments, agencies and individuals.
Ability to work creatively and skillfully with students.
Ability to demonstrate initiative and understanding in working with students, staff and parents/guardians.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, see and hear. The employee is occasionally required to stoop, kneel, crouch, crawl and reach with hands and arms. The employee is continuously repeating the same hand, arm or finger motion many times. The employee must occasionally lift and/or move up to 35 pounds such as books and training materials. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. This position requires the individual to travel and/or drive to various off-site locations. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee may be required to be outdoors for periods of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.

This is a year-round (12 month) service position.

This position description is not a contract for employment.

The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

This position description is not a contract for employment.

TERMS:

This position is subject to terms, conditions, and calendar of the Collective Bargaining Agreement between the District and Unit II AFT Local 3760. Starting salary ranging (dependent upon experience) from $47,180 - $101,817.

Washtenaw Intermediate School District is a drug-free workplace.

It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.

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