Position Summary: The Coordinator for Special Education/Early Intervention is responsible for the support of the Special Education and Early Intervention administrators in managing day to day activities and special projects. Qualifications Required: • High School Diploma or GED • 1-3 years of experience in an administrative support position • Proficiency in multiple software packages to include: Word, Excel, PowerPoint, and Access Essential Functions and Responsibilities: • Support Early Intervention supervisors and project directors by monitoring various program communication tools • Facilitate and coordinate coverage for classroom teachers, aides, and attendants in conjunction with the AESOP system • Prepare, manage and verify all Early Intervention Service Purchase Contracts • Prepare and coordinate the Early Intervention monthly file review • Support Special Education Director and Assistant Director by monitoring various department activities (e.g. Special Education Mailbox, timesheets, travel vouchers, etc.) • Coordinate and support Early Intervention verification and self-verification activities • Perform other duties as assigned Performance Factors/Job Competencies: • Effectively able to prioritize tasks • Detail oriented • Ability to work on a variety of computer based applications • Able to communicate effectively with internal staff along with those outside of the organization Work Environment: This job operates in a professional office environment. Incumbent must be able to sit at desk for extended periods of time. This role routinely uses standard office equipment with a vast majority of the time utilizing computers to complete daily tasks. Due to travel outside of the home office, candidates are required to have a vehicle and valid driver's license to attend job related duties, meetings, seminars, and trainings. Physical Demands: (% of time) Sitting: Frequently (>80%) Standing: Occasionally (<20%) Lifting: 0-20lbs. Occasionally (<20%); 20-50 lbs. Occasionally (<20%); Over 50 lbs. Rarely Travel: Rarely (<10%) Pushing/Pulling: Rarely (<10%) Manual Keying/Data Entry: Often (>60%)