Early On Family Service Coordinator

POSITION SUMMARY

Provides early intervention services as a Primary Service Provider (PSP) for infants and toddlers, using a parent/caregiver coaching model to demonstrate learning, play, and communication activities in the home and provide the family with information related to child development. Serves as a member of multidisciplinary evaluation teams for Part C eligibility. Supports the development of Individualized Family Service Plans (IFSPs). Supports child-find community efforts.

ESSENTIAL FUNCTIONS

Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. 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 accommodation may be made to enable individuals with disabilities to perform essential functions.

• Enthusiasm and flexibility to work collaboratively with children, parents, teachers, and administrators.
• Build strong partnerships with families to address children's developmental, social-emotional, and educational needs.
• Educate families on the purpose and benefits of assessments and services, supporting them in understanding developmental milestones and effective strategies.
• Provide coaching during home visits, modeling activities that promote meaningful play, learning, and communication.
• Conduct multidisciplinary evaluations to determine eligibility for Part C services, including administering and sharing results of developmental assessments.
• Collaborate with families to develop, implement, and review Individualized Family Service Plans (IFSPs) focusing on outcomes in natural environments.
• Coordinate transitions to local districts or other appropriate programs as part of the IFSP process.
• Coordinate and monitor the delivery of services aligned with IFSP goals, ensuring integrated and timely support.
• Participate in team problem-solving, progress monitoring, and goal adjustments to meet family and child outcomes.
• Maintain accurate documentation of services, progress, and compliance with timelines using district technology.
• Serve as a resource to families, providers, and community groups, offering guidance on child development and available support under Part C.
• Participate in Child Find activities and other initiatives to identify and support children with delays or disabilities.
• Advocate for inclusive and equitable practices that promote the social-emotional well-being of children and families.
• Engage in ongoing professional development to stay updated on evidence-based practices in early intervention.
• Contribute to parent training, community events, and team discussions that enhance service quality and collaboration.
• Ability to organize own workflow to meet state and federal deadlines.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

MINIMUM QUALIFICATIONS:

• Bachelor’s degree with a concentration in Early Childhood Education or related field.
• Provider who meets the State of Michigan personnel requirements for this Early On role.
• Provider with, or interest in pursuing, Michigan Association for Infant Mental Health Endorsement® (IMH-E®).

PREFERENCE WILL BE GIVEN FOR THE FOLLOWING:

• Completion of Essentials of Early On training, including IFSP and Child Outcomes training.
• Experience with at-risk populations and/or children with developmental disabilities.
• Well-developed interpersonal communication skills.
• Certification and experience with Crisis Prevention Intervention Training (CPI).
• Certification and experience with health care training, i.e., first aid, CPR.
• Excellent organizational skills.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS and ABILITIES:

Ability to operate computers and related software. Ability to communicate clearly and concisely, both orally and in writing. Employee must be able to drive or transport between homes and work settings. Employee must be able to establish and maintain effective relationships with students, the public and other staff members. Employee must also exhibit a positive attitude, creativity, independent thinking, and be able to take initiative. Ability to speak clear and concisely in written and oral communication.

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is frequently required to sit and or walk, talk and hear and occasionally stand. The employee is occasionally required to use hands to finger, handle, and operate office equipment. Specific vision abilities required by this job include close vision and distance vision for driving.

WORK ENVIRONMENT:

This position may require travel between buildings and homes daily or weekly and a flexible schedule. Dependable transportation is required. Mileage reimbursement for travel between work sites during the scheduled work day will be provided.

The noise level in the work environment is usually moderate. The noise level in the work environment is usually moderate.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.