at State of Vermont in Montpelier, Vermont, United States
Job Description
OverviewThe Education Program Coordinator II provides essential technical assistance, professional development, and strategic support to Vermont school districts serving children (ages 3 through 5) with developmental delays and disabilities in a variety of settings. Working in tandem with the State Early Childhood Special Education Program Manager, this role ensures statewide compliance with the federal Individuals with Disabilities Education Act IDEA (2004), guidance from the U.S. Department of Education's Office of Special Education Programs (OSEP), Vermont special education law, Act 166 Prekindergarten, and other relevant state and federal laws. The Early Childhood Inclusion Coordinator assists in bridging the gap between school districts, Universal Prekindergarten programs, and state/federal agencies. The primary mission is to ensure that special education services are delivered inclusively within the Least Restrictive Environment (LRE), fostering equity, belonging, and inclusion for each and every child in Vermont.
Responsibilities:
- Partner with the ECSE Program Manager to implement and monitor federal (IDEA) and State requirements, ensuring alignment with Vermont Special Education Rules.
- Synthesize and analyze state and LEA-level data to complete federal reporting (SPP/APR) and performing root cause analysis to improve child outcomes and inclusive practices.
- Providing high-level, responsive TA to districts and families regarding special education services, the Vermont Early Learning Standards (VELS), transitions from early intervention (Part C), and the delivery of inclusive early childhood special education services.
- Design and deliver multi-modal trainings (onsite and web-based) for families and educators focusing on early childhood special education topics and evidence-based instructional practices.
- Promote high-quality inclusion by promoting the DEC Recommended Practices, implementing the National Inclusion Standards, and advancing the Early MTSS/pyramid model framework to support social-emotional competence and academic readiness.
- Participate in collaborative efforts with the Child Development Division (CDD), Head Start, and the Department of Health to streamline statewide initiatives and support the Universal PreK system.
- Collaborate with the Early Education Division ACIS Monitoring Team and the Special Education Monitoring Team to investigate compliance issues, conduct monitoring visits, address suspension/expulsion concerns, and ensure LEAs and UPKs meet strict state and federal standards.
- Representing the AOE in cross-agency stakeholder forums and interface with national TA centers to integrate emerging evidence-based trends into Vermont's service model.
To be successful in this specialized role, an ideal candidate needs a blend of:
- Deep regulatory knowledge on early childhood special education, especially least restrictive environment (LRE), free and appropriate public education (FAPE), Early MTSS/Pyramid Model, and transition from early intervention to early childhood special education
- Strong writing, speaking, communication, and diplomatic skills.
- Proficiency in adult learning principles, facilitation, designing and delivering engaging professional development, both in-person and via web-based platforms, for a variety of audiences (teachers, administrators, and families).
- Robust data literacy
- A strong belief and commitment to the inclusion of children with disabilities and developmental delays in early childhood education
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Environmental Factors
Work is generally performed in a standard office setting, but significant travel may be anticipated for which private means of transportation must be available. Some work outside of normal work schedule may be required. There may be considerable interaction with a variety of publics and strong differences of opinion may be encountered.
