Service Coordinator (First Steps) (FT H)

PRIMARY PURPOSE OF JOB

The First Steps SPOE Service Coordinator works with children ages birth to three with developmental disabilities and their families. This role ensures timely completion, coordination, and implementation of all service planning activities within the Missouri First Steps Early Intervention Program. Responsibilities include managing assigned caseloads, maintaining compliance within the Missouri WebSPOE system, and serving as a key liaison between families and service providers.

This description may not include all duties, knowledge, skills, or abilities required for this position.

ESSENTIAL FUNCTIONS AND PERFORMANCE AREAS
Service Coordination & Case Management

• Maintain an assigned caseload of children and families.
• Complete and document the entire Intake process—scheduling, intake visit, eligibility determination, evaluations/assessments, Family Assessment (as applicable), and Initial IFSP—within the 45 day timeline.
• Ensure all new First Steps services begin within 30 days of parental consent and that services are delivered as written in the IFSP.
• Maintain consistent communication with families and document all contacts in the child’s electronic record.
• Hold and finalize IFSP meetings within DESE timelines.
• Complete authorizations for evaluations, assessments, meetings, and services accurately and timely.
• Monitor corresponding authorizations and conduct consistent follow up to prevent billing errors
• Complete all required EXIT activities per DESE guidance, including exit summaries per CARF requirements, at least 30 days prior to inactivation

Documentation & Compliance

• Maintain complete and compliant electronic records, including referrals, intake documentation, health/medical information, assessments, family assessments, IFSPs, consent forms, notices, meeting notifications, insurance details, FCP documentation, releases, and case notes.
• Review all required forms/documentation for completeness and accuracy prior to upload, meeting DESE, DESE Compliance, and SPOE Administration standards.
• Ensure all Family Assessment interviews and IFSP meetings meet DESE Standards, FA/IFSP Meeting Observation Tool guidance, and SPOE expectations.
• Uphold all confidentiality standards and ethical obligations in handling sensitive information.

IFSP Development & Early Intervention Practices

• Utilize the Primary Provider Model and the First Steps trans disciplinary team approach within each IFSP.
• Write functional, family centered outcomes aligned with family priorities.
• Use incremental decision making guidance when determining Early Intervention services.
• Complete required Family Assessments using DESE approved follow up questions for at least three routines.
• Conduct Early Childhood Outcomes discussions using the three required information sources at the required frequency.

Assistive Technology

• Submit requests for Assistive Technology to the Assistant Director promptly and maintain documentation regarding consent, submission, and delivery.

Team Collaboration & Meetings

• Prepare and send agendas to EIT members and the Team Coordinator two weeks prior to EIT meetings.
• Attend and actively participate in Early Intervention Team meetings per DESE SC Practice Manual guidance.
• Ensure meeting documentation is entered within one week following the meeting (with Team Coordinator support as needed).
• Maintain professional, clear communication with families, providers, and community agencies.

Training, Mentoring & Professional Development

• Complete 10 hours of annual professional development as required by DESE.
• Maintain annual Service Coordinator enrollment requirements.
• Serve as a mentor for new Service Coordinators.
• Participate in Child Find events and community outreach activities as assigned.
• Attend all mandatory Abilities First and SPOE meetings, trainings, and events.

Policies, Ethics & Additional Duties

• Implement new or revised policies and procedures as directed by DESE.
• Adhere to all Abilities First personnel policies and First Steps Guidelines.
• Maintain the highest ethical standards, fostering integrity, professionalism, and constructive communication.
• Perform other duties as assigned by the SPOE Director, Assistant Director, or Lead Service Coordinator.

KNOWLEDGE, SKILLS, AND ABILITIES

• General knowledge of social work, psychology, early childhood development, education, or related fields.
• Introductory knowledge of case management methods and interviewing principles.
• Introductory knowledge of developmental disabilities and early childhood service systems.
• Strong ability to manage caseloads, maintain accurate records, and keep IFSPs current.
• Skill in developing IFSPs that meet DESE standards.
• Proficient in accurately entering and uploading information into the WebSPOE system.
• Ability to assess crisis situations quickly and resolve conflicts positively.
• Ability to maintain professional relationships and communicate effectively verbally and in writing.
• Ability to independently manage workload while keeping leadership informed of concerns.
• Must be able to recognize and respond appropriately to potential abuse or neglect.
• Represent Abilities First positively in the community.
• Reliable, punctual, ethical, and able to maintain confidentiality.
• Ability to bend, sit, stand, stoop, drive, and lift up to 20 lbs.

Leadership, Ethics, and Professional Conduct

Abilities First employees are expected to always model exemplary leadership. This includes representing the agency in a positive, respectful, and professional manner through words, actions, and expressions. Employees are expected to communicate concerns, challenges, and differing perspectives through the established chain of command, using constructive, solution-focused, and professional language rather than judgmental or disparaging commentary. Abilities First expect staff to observe the highest ethical standards, maintain professional conduct above reproach and demonstrate unwavering integrity in all internal and external interactions.

Work Environment

The work environment described here is representative of those an employee encounters while performing the essential duties and responsibilities of this job. The work environment is fast-paced and result-oriented, which presents multiple demands with frequent interruptions, constantly shifting schedules and priorities and simultaneous deadlines requiring the employee to be flexible, organized, and cooperative. This position has access to confidential information. This requires the employee to maintain a high level of knowledge in confidentiality, agency policy and procedure, and applicable laws.

CORE COMPETENCIES

Core competencies align with the Abilities First Core Values – OATH

• One Team One Mission

• • Contributing to Team Success: Actively participating as a team member to move the team toward completing goals.
  • Engagement Readiness – Demonstrating a willingness to commit to one’s work and to invest one’s time, talent and best efforts in accomplishing organizational goals.

• Accountable, respectful service

• • Continuous Improvement – Originating action to improve existing conditions and processes, identifying improvements opportunities, generating ideas, and implementing solutions.
  • Quality Orientation – Accomplishing tasks by considering all areas involved, no matter how small; showing concern for all aspects of the job; accurately checking processes and tasks; being watchful over a period of time.
  • Technical/Professional Knowledge and Skills – Having achieved a satisfactory level of technical and professional skill or knowledge in position-related area, keeping up with current developments and trends in area of expertise.

• Transparent stewardship

• • Decision Making – Identifying and understanding issues, problems, and opportunities; comparing data from different sources to draw conclusions; using effective approaches for choosing a course of action or developing appropriate solutions; taking action that is consistent with available facts, constraints, and probable consequences.
  • Planning and Organizing – Establishing courses of action for self and others to ensure that work is completed effectively.

• Hold the rope

• • Adaptability – Maintaining effectiveness when experiencing major changes in work responsibilities or environment; adjusting effectively to work within new work structures, processes, requirements, or cultures.
  • Leadership Disposition – Demonstrating the traits, inclinations, and dispositions that characterize successful leaders; exhibiting behavior styles that meet the demands of the leader role.

EDUCATION, TRAINING AND EXPERIENCE REQUIREMENTS

• Bachelor’s or Master’s degree in a DESE approved degree and 1 year documented experience working with families: Early Childhood Special Education, Early Childhood, Elementary Education, Special Education, Child /Human Development, Social Work, Nursing, Psychology ,Education Administration, Sociology, Family Science/Studies, Counseling or bachelor’s degree or higher with three years of documented experience working with families and young children.
• One year of experience working with early intervention programs preferred.

ADDITIONAL REQUIREMENTS

• Must have a valid Missouri driver’s license, reliable transportation, an acceptable driving record, and auto liability insurance that meet the requirements set by Abilities First.
• Must have secure and reliable high-speed internet to work remotely.
• Must be able to drive for work-related assignments.
• Overnight travel may be required occasionally.
Must be able to pass a background screening.

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PHYSICAL CONTEXT AND WORK ENVIRONMENT

Reasonable accommodations may be made to enable individuals with disabilities to perform essential job duties.

The statements herein are intended to describe the general nature and level of work being performed but are not to be seen as a complete list of responsibilities, duties, and skills required of personnel so classified. Also, they do not establish a contract for employment and are subject to change at the discretion of the employer.

Revised 7-1-14; updated 2-1-2016; 4-15-16; 3-28-17; 3-28-18; updated 5-3-19, updated 12-03-19; 10-05-20; 12-08-20; 07-25-2021; 07-14-2022; 11-9-22; Revised 11-28-2022; Revised 12-14-23; Updated 7.16.24; Updated 11/13/24; Updated 12/18/24; Updated 12/18/2025, Updated 1/31/26