FYInstructional Specialist, Special Education, CCEIS Grant Manager, FTE

Position: FY26: Instructional Specialist, Special Education, CCEIS Grant Manager, 1.0 FTE
Summary

Description:

Under the direction of the director of the Department of Special Education Services (DSES) is responsible for the coordination, implementation, and monitoring of all activities and initiatives associated with the Comprehensive Coordinated Early Intervening Services (CCEIS) grant, designed to reduce significant disproportionality in the areas of special education identification, disciplinary removals, and placement for all racial and ethnic groups. Collaborates with representatives from the Maryland State Department of Education (MSDE), across Montgomery County Public Schools (MCPS) offices and with school-based administrators to monitor the implementation of the planned response activities delineated in the CCEIS grant.

Functions as the MCPS representative responsible for data and fiscal monitoring associated with CCEIS grant. Provides guidance and coaching to school-based staff and ensure the implementation and coordination of appropriate resources for identified schools. Provides technical, administrative, and instructional support for the planning, development, and administration of academic, behavioral strategies. Physical Demands: (Special requirements such as lifting heavy objects and frequent climbing.)

As required by the duties and responsibilities of the position.

Special Requirements : (Frequent overtime or night work required, etc.) Required to travel to schools and various office locations.

Knowledge Skills Abilities:

Comprehensive knowledge and understanding of special education and the delivery of specially designed instruction. Knowledge of evidence/research-based instructional strategies and interventions, including restorative and equitable practices. Knowledge of Code of Maryland Regulations, the Individuals with Disabilities in Education Act, and other legislation that impacts special education services. Knowledge of and ability to apply a variety of data collection methods. Skills and experience with grant writing and/or progress monitoring.

Skills in the area of planning, organizing, and delivering central and site-based and job-embedded professional learning. Knowledge and skills associated with project management preferred including the completion of a root cause analysis with multiple stakeholder groups. Ability to establish and maintain effective working relationships with central office staff members, school-based staff, and students. Knowledge of Restorative Practices and Trauma-informed Practices including Positive Behavioral Interventions and Supports, mindfulness, and other behavior frameworks.

Experience in collaborative planning and delivery of differentiated professional development for classroom teachers. Knowledge of adult learning theory and delivery of effective professional development. Knowledge of special education procedures and guidelines. Strong organizational and strategic planning skills. Exemplary interpersonal skills. Ability to collect and analyze data using Synergy, Excel databases, standardized audit tools. Skills in interpreting, understanding, and applying data.

Ability to use the Maryland Online IEP tool, word processing, spreadsheet, database, and assistive technologies. Ability to work effectively with administrators, teachers, social workers, psychologists, and parents/guardians. Excellent oral/written communication and interpersonal skills. Strong organizational and strategic planning skills and efficiency in meeting deadlines. Knowledge of and experience with implementation of Multi-tiered System of Supports to address students academic and behavioral needs.

Knowledge of, and the ability to apply, the six performance standards established for the MCPS Teacher Professional Growth System.

Education Training

Experience:

Master^s degree in special education from an accredited college or university. Five or more years training and experience in assessment, diagnosis, and programming for students with disabilities Grades K-12. Experience chairing IEP meetings. Demonstrated successful experience in planning, coordinating, and conducting professional learning activities. Five or more years of classroom experience working with students with a variety of disabilities, preferably in Grades K-12.

Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.

Certificate License:

Must meet State of Maryland teacher certification requirements for special education teacher, or a related field. Special education teacher K-12 certificate desirable.