GENERAL STATEMENT OF JOB 

The Comprehensive Coordinated Early Intervening Services (CCEIS) Coordinator is responsible for coordinating the requirements and data collection for the CCEIS program within Roanoke City Public Schools. Data will be collected and analyzed to review compliance with Section 618 and section 613 of the Individuals with Disabilities Education Act (IDEA) of 2004 requires states to identify school divisions that have significant disproportionality of racial/ethnic groups in the identification, disability, placement, and/or discipline of children with disabilities. Significant disproportionality is determined by the State, based on the division’s numerical data. Identified divisions must use 15 percent of the total amount of its 611 and 619 Part B IDEA funds for CCEIS to help address issues of disproportionality. These services are provided to assist students age 6 through grade 12 who are not currently identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. Each Fall, divisions are notified of the significant disproportionality and informed that they are required to set-aside Part B funds for CCEIS the following school year. Reports to the Assistant Superintendent of Equity and Student Services.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Collect and analyze data related to the designation of CCEIS.

Disaggregate data related to the data points to determine significant disproportionality throughout the school year.

Review individual student data to identify students requiring CCEIS not currently identified as needing special education or related services.

Monitor budget related to CCEIS expenses and work with the finance office to document the budget.

Formulate goals consistent with the school division’s philosophy and policies.

Design, coordinate, implement, and monitor a plan for CCEIS.

Provide leadership in developing appropriate comprehensive coordinated early intervening services.

Coordinate, monitor, and evaluate activities of comprehensive coordinated early intervening services.

Monitor the implementation of CCEIS and confer with staff to provide feedback for essential program improvements and implementing materials and programs with fidelity.

Evaluate and select instructional materials and equipment to support CCEIS. 

Develop a plan for providing educational and behavioral evaluations, services and supports, including scientifically based literacy instruction. 

Develop and support tiered interventions but may not be used to support the implementation of core (universal) activities designed to provide high quality instruction to all students in a grade, school or division. All services paid for by CEIS funds must be targeted to the students identified for those services.

Work with the coordinated early intervening services (CEIS) for students in kindergarten through grade 12 not currently identified as needing special education or related services but need additional academic and behavioral support to succeed in a general education environment.

Work collaboratively with school principals and central office administrators to identify students and develop a comprehensive plan for addressing needs of identified students.

Implement progress monitoring, other CEIS evaluations, behavioral interventions, and related professional development.

Maintain liaison with the Virginia Department of Education related to CCEIS and collaborate with the department of fiscal services, office of special education and department of equity and student services.

Identify instructional materials in collaboration with the department of academics to be purchased and implemented with CEIS funds. These instructional materials must be exclusively used for delivering coordinated early intervening services including educational and behavioral evaluations, services, supports and scientifically based literacy instruction.

Develop and plan professional development for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy and mathematics instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.

Perform related work as required.

Additional JOB FUNCTIONS

Comprehensive Coordinated Early Intervening Services (CCEIS) Coordinator will have been satisfactorily performed when the evaluation of this person is at standard or above on the applicable Performance Evaluation System.

MINIMUM TRAINING AND EXPERIENCE

Master’s Degree and Administration and Supervision preK-12 endorsement required. Administrative and/or supervisory experience preferred. A comparable amount of training and experience may be substituted for the minimum qualifications.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light work usually requires walking or standing to a significant degree. 

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.

Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. 

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting and marketing terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.

 Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

 Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Thorough knowledge of Roanoke City Public Schools instructional programs, policies, procedures, services, program design, delivery, management models, and processes.

Thorough knowledge of developmental needs of students, including ethnic or linguistic minorities.

Thorough knowledge of behavioral and instructional interventions.

Must have the ability to lead, supervise, motivate, and train staff on educational programs.

Must have the ability to set priorities for student interventions.

Must be skilled in program supervision and adult professional development techniques.

Must possess excellent human relations skills with the ability to establish good relationships with a diverse population of individuals and groups.

Must have excellent oral and written communication skills with the ability to speak effectively

to both large and small groups.

Must possess excellent organizational skills.

Must have the ability to demonstrate leadership in assessing student needs; planning, developing, and implementing programs.

Must have the ability to evaluate program effectiveness.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job. 

RCPS is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities. The following person(s) has been designated to handle inquiries regarding the non-discrimination policies: Hayley Poland – Title IX Coordinator (540) 853-1393.