North Andover Public Schools is seeking a highly skilled, collaborative, and nurturing Early Childhood Special Education Program Coordinator to provide administrative leadership for special education programming at the Anne Bradstreet Early Childhood Center (ABECC). This role involves supervising and evaluating early childhood special education staff, overseeing program development and service delivery for preschool and kindergarten students, and ensuring full compliance with state and federal regulations.
Leadership & Supervision: Provide administrative oversight of special education programming at the early childhood level; supervise and evaluate ABECC special education teachers, therapists (SLPs, OTs, PTs), and paraprofessionals.
Early Intervention Transition (Ages 2.6–3): Lead the intake and transition process for children transitioning out of state-funded Early Intervention programs, ensuring timely evaluations, eligibility determinations, and IEP implementation by the child’s third birthday.
Elementary School Transition: Work in close partnership with district elementary school principals and special education teams to coordinate the transition of kindergarten students moving into first grade, ensuring data sharing, family orientation, and continuity of care.
IEP Leadership: Chair complex IEP meetings, including initial eligibility from Early Intervention, re-evaluations, and extended school year (ESY) determinations.
Foundational Assessment: Oversee the administration of age-appropriate, play-based developmental assessments and ensure the implementation of accommodations tailored to preschool and kindergarten learners.
Service Delivery Models: Support the implementation of diverse early childhood service models, including integrated/inclusive classrooms, substantially separate developmental programs, and itinerant therapy services.
Scheduling & Placement: Partner with ABECC administration on scheduling special education services, therapy blocks, and classroom placements within an early childhood environment, making data-driven student decisions.
Family-Centered Communication: Act as a primary liaison for parents and advocates, recognizing that for many families, this is their first experience with public school special education; ensure warm, clear, and supportive communication regarding early childhood pathways.
Compliance: Ensure consistent compliance with IDEA, MA DESE, and 603 CMR 28.00, with a specific focus on strict early childhood timelines (e.g., the indicator 12 timeline for children transitioning from Early Intervention).
Professional Development: Plan and deliver instructional coaching for staff on early childhood modifications, positive behavior support strategies, play-based instruction, and assistive technology for young learners.
Resource Management: Commit district resources in accordance with early childhood special education planning, equipment needs (e.g., adaptive toys, specialized seating), and fiscal responsibility.
