Program Manager/Early Childhood Special Educator (ECSE) - Education and Development Intervention Services (EDIS)

ERP International is seeking a Program Manager/Early Childhood Special Educator (ECSE) for a Full-Time position in support of the Education and Development Intervention Services (EDIS) program of the 42 Medical Group at Maxwell AFB, AL.  Apply online today and discover more about this exceptional employment opportunity.  www.erpinternational.com

Be the Best!  Join our team of exceptional health care professionals across the nation. Come discover the immense pride and job satisfaction ERP Employees experience in providing care for our Military Members, their Families and Retired Military Veterans! ERP International is honored to be named a 2026 Top Workplace by WTOP News! 7 Years Running.

* Excellent Compensation & Exceptional Comprehensive Benefits!
* Paid Vacation, Paid Sick Time, Plus 11 Paid Federal Holidays! 

* Medical/Dental/Vision, STD/LTD/Life, and Health Savings Account available!
* Annual CME Stipend and License/Certification Reimbursement!

* Matching 401K!

About ERP International, LLC: ERP is a nationally respected provider of health, science, and technology solutions supporting clients in the government and commercial sectors. We provide comprehensive enterprise information technology, strategic sourcing, and management solutions to DoD and federal civilian agencies in 40 states. Founded in 2006, ERP is headquartered in Laurel, MD and maintains satellite offices in Montgomery, AL and San Antonio, TX - plus project locations nationwide. ERP is an Equal Opportunity Employer - Disability and Veteran.

Work Schedule:
Monday - Friday, 9 hours between 7:00am and 5:00pm, including a one-hour lunch.

Travel Requirements:

The travel is authorized by the location of the patient. The contractor workers must provide a detailed monthly log to their employers of milage, dates, and location. Rates are set by the GSA.gov.

Core Duties:

• This is not a routine teleworking position. CPs may telework during off-site patient appointments/meetings. The CP will be available both online and by phone during the MTF's operational hours and will meet all performance requirements and standards as contained in the contract Performance Work Statement (PWS). The CP must produce output at the level that would be produced if not teleworking; reduced output for the same billable hours will not be accepted. If the CP fails to meet all performance requirements and standards, telework may be revoked by the COR and the CP will be required to return to work at the MTF. Telework duties must be within the duties outlined in the contract PWS. Telework will only occur between the duty hours in PWS. The CP must have a government laptop (GFE), charging cord, and mouse issued by the established official worksite (MTF). Use of Government desktop personal computers is discouraged. Use of HCW-owned computer equipment is not authorized. The CP must have adequate internet connectivity and the means to be able to perform normal duties while teleworking. If there isn’t adequate internet connectivity, the CP must report to the physical office location. The Government will not procure/provide additional technology to facilitate teleworking. The contractor is responsible for any equipment issued to the CP for the performance of telework. Any equipment that is lost, stolen, or damaged beyond repair shall be reimbursed to the MTF by the contractor. Prior to the beginning of any telework agreement, the “GFP Attachment” at DFARS PGI 245.103-72 must be completed and the task order modified to incorporate the attachment and the applicable clauses. The CP will compete all MDG teleworking training and forms prior to teleworking. Provide a full range of Early Childhood Special Educator and Service Coordination services targeting the patient population of infants and toddlers from birth to 36 months old inclusive of pediatric patients who have developmental delays or disabilities or are at-risk for developmental delay. Services provided are required by the Individuals with Disabilities Education Act.
• The ECSE will assist in the coordination of services such as physical therapy, occupational therapy, speech therapy, education and counseling intervention to eligible infants and toddlers with disabilities, ages 0-36 months inclusive, and their families. The emphasis is on family centered care (i.e., emphasis on the patient [child] within the family unit, rather than on the patient alone).
• Program Management: Plans, coordinates, and administers all aspects of the EDIS Early Intervention Services (EIS) in responsibility.
• Manages resources through analyzing program requirements, tracking obligations of funds, and monitoring services to ensure appropriate use of EIS personnel and funds.
• Plans for short and long-range goals and requirements through strategic planning.
• Maintains database systems for tracking and service coordination by utilizing and maintaining Special Needs Program Management Information System (SNPMIS).
• The ECSE will prepare reports and gather information through the data collection systems to help improve organizational performance.
• Analyzes data and prepares annual reports that are submitted yearly to determine if the program is at an acceptable rating. Incorporates changes based on identified needs, monitors changes using identified methods and procedures implemented to avoid adverse events and safety risks.
• Program Management: Plans, coordinates, and administers all aspects of the EDIS Early Intervention Services (EIS) in responsibility.
• The ECSE will assure EDIS complies with Individuals with Disabilities Education Act (IDEA) mandates, Joint Commission, DoD, and DA published standards.
• Coordinates with other technical proponents within the medical treatment facility as well as installation support agencies including but not limited to Family Advocacy Program (FAP), Child Development Services, and the DoD Schools to establish a comprehensive network of EIS support services.
• Assures that staff have the necessary training, orientation, documentation instruments, and resources to maintain accurate records.
• Collaborates work based on priorities (to include peer reviews), difficulty of assignments, and the capabilities of EDIS staff.
• The ECSE prepares guidance, assistance, training, and instructions for staff on technical and administrative matters. Identifies career and professional development and training needs of EDIS staff and coordinates for training according to program standards.
• Responsible for day-to-day and long-range planning necessary to provide responsive support to MTF and outside agencies.
• Maintain quality control over all EDIS members peer reviews.
• The ECSE coordinates and provides oversight for provision of special education related services to DDESS and establishes and maintains effective working relationships with DDESS.
• Coordinates EIS Child Find marketing information and activities to ensure that infants and toddlers with special needs are identified and referred for screening and evaluation, if needed.
• Establishes screening procedures to identify children who may require early intervention services.
• Reviews medical, mental health, family advocacy, and other records on children under three years of age in relation to screening, evaluation, and services.
• Observes children in varied relevant environments; consults with referral sources; meets with parents to discuss the needs of children referred; and consults with service providers and day care workers who interact with children.
• The ECSE provides service to eligible children and their families in the natural or least restrictive setting. The service setting may include children’s homes, DOD Schools, childcare homes, childcare centers, and other military hospitals and clinics. Services shall be provided to hospitalized infants and toddlers by consultation only and under the close supervision of the physician responsible for the patient.
• Utilizes professional diagnostic and intervention techniques in the screening of infants and toddlers’ birth through two years of age (until the third birthday) to determine the likelihood of developmental delay.
• The ECSE participates as a member of an interdisciplinary/transdisciplinary evaluation team for infants and toddlers with potential delays to determine their level of functioning and strengths and concerns in the five developmental areas of cognitive, motor, communication, socio-emotional and self-help/adaptive domains.
• Assist in the determination of appropriate curriculum, strategies and outcomes for child and family programming which addresses delays or potential delays and family concerns in the five developmental areas.
• Ensure the adaptations and accommodations recommended by other practitioners are incorporated in the child’s daily activities.
• The ECSE participates in the orientation, education, and training of other staff.
• May serve on committees, work groups, and task forces at the facility.
• Participate in EDIS team meetings for pre-eligibility staffing and with the families to determine eligibility.
• Involved with the Early Intervention team and family to develop an appropriate Individualized Family Service Plan (IFSP). Ensure that the goals reflect the concerns and priorities of the family, are functional and meaningful to the child and family, and have measurable outcomes.
• The ECSE provides competent disciplined specific services to children and families determined eligible for EDIS services. These services may be provided through direct services, consultation, monitoring or home-based treatment plans as appropriate.
• Provide discipline specific in-service training to other EDIS staff to promote trans-disciplinary service delivery within the EDIS team. Will consultation and technical assistance to other team members, Child Development Services staff, other child health care providers, and extended family members to promote a comprehensive network of individualized services and implementation of home-based intervention plans.
• The ECSE will take part in the home program for parents to maintain progress between visits. Provide an explanation of parental rights and procedural safeguards in easily understood family friendly language.
• Maintain current, up to date documentation of service delivery and service coordination.
• Serve as service coordinator (case manager) for families and as liaison to school-based or other community-based service delivery programs.
• Initiate and provide appropriate contacts, including reports, letters, documents, and privacy act releases.
• The ECSE must become competent in using the Special Needs Program Management Information System (SNPMIS) for client information and documentation of service provision and maintain current information in the system.
• Assist the parents with transitional activities to ensure a smooth change in programming and location with as little disruption in services as possible.
• The ECSE will participate in EIS/EDIS team/group interactions, work groups and decision-making procedures.
• Communicate effectively with families to promote an understanding of the philosophy and conceptual framework of EIS per the intent of Congress and IDEA.
• Support ongoing process improvement initiatives, quality assurance activities, preparations for monitoring and inspection visits, and other similar program support functions in the direction of the Government. EDIS meets all Health Services Inspection and DOD requirements.
• The ECSE will create and maintain all Operating Instructions for the EDIS program.

Minimum Qualifications:
* Degree/Education: Bachelor’s, master’s degree, or Ph.D. from an accredited Early Childhood Education Program, Home Economics (with concentration in Child Development), Human Development, Psychology, Counseling, or any other discipline that prepares individuals to provide early intervention services pursuant to Individuals with Disabilities Education Act (IDEA) and possess an appropriate certification in early intervention services issued by a recognized State or local authority.

* Experience: An ECSE shall have at least 24 months of direct full-time ECSE experience within the last 60 months in IDEA related settings delivering Early Intervention Services (EIS) in natural settings. Have an extensive and professional knowledge of theories and principles of child development and special education, including knowledge of biological and environmental impacts on child development and appropriate techniques and strategies for prevention/intervention, accommodation, and adaptation. Have a basic knowledge of the principles and practices of family-centered care as it relates to early intervention and services described in the IDEA with at least 1 years’ experience providing services under IDEA to children of any age. Knowledge of current IDEA requirements regardingservices in least restrictive setting. Familiarity with Part C of IDEA and the requirements for measurable outcomes. Have a basic knowledge of interdisciplinary practices and group dynamics. Have the skills and ability to provide competent face-to-face contact with infants/toddlers with disabilities, their families, other members of the team, childcare providers, preschool teachers, physicians, and county and state officials. Have the interpersonal skills of compassion and empathy and the ability to assist emotionally distraught, depressed, or angry family members to develop a sense of competence regarding the child with disabilities. Can use interpersonal skills of valuing inter-and trans-disciplinary work, handling professional disagreements effectively, and communicating the unique viewpoint and contributions of the field of early childhood education during contacts with other professionals. Have the knowledge, skills, and abilities to rightly evaluate infants and toddlers; assist and teach families; articulate the developmental needs of the child; consult with families, care givers, and other professionals; explain the scope of services provided to families and county and state officials; and participate in team/group interactions, work groups and decision making. Have a basic knowledge of developmental assessment, facilitation of child development, and theories and practices for serving young children with disabilities. Experience in developing functional outcomes for Individualized Family Service Plans (IFSP).
* Licensure: Current, full, active, and unrestricted license.

* Life Support Certification: Possess current ARC or AHA BLS Healthcare Provider certification.
* Security: Must possess ability to pass a Government background check/security clearance.