Early Intervention and Inclusion Supervisor

Felton Institute•San Francisco, CA

1d•$75,000 - $85,000•Onsite

About The Position

The Early Intervention and Inclusion Supervisor (EII Supervisor) is responsible for ensuring that quality services are delivered to clients within established standards and protocols, focusing in a continuum of care for children ages birth to five. The EII has overall responsibility for the training and orientation of EII direct service staff who work directly with young children across Felton’s ECE sites. He/ she has oversight over all activities related to the design and provision of 0-5 inclusion services and supports. The EII Supervisor works closely with the Early Intervention & Inclusion Director in the development and monitoring of policies, procedures, and systems that will ensure optimized service delivery to all the clients served, including day-to-day operations, general program supervision, management, and quality assurance. The EII is responsible for establishing and maintaining an atmosphere of collaboration among internal and external teams (e.g. other centers, GGRC, SFUSD, and other community-based organizations) to organize and implement programs and services that support Felton’s ECE program goals and objectives. The EII Supervisor is expected to conduct and maintain regular reviews of program records, engage in data-based decision making, and when needed, produce program reports, and oversee implementation of quality assurance or improvement measures. The EII Supervisor will monitor quarter performance outcomes of the children and families served, including preparing reports to monitor the performance of all staff under their direct-line supervision. He/she will work closely with the other Early Intervention & Inclusion Supervisor to ensure a smooth transition in service delivery from SEEDS Early Connections and Early Intervention (birth-to-3) to Preschool Inclusion (3-5) services and supports.

Requirements

Strong leadership skills with a minimum of five (5) years supervisory experience in an education, heath, special education, or social services setting.
Master’s Degree from an accredited college or university program in Early Childhood Special Education, Special Education, Inclusive Education, or other education-related or social science field preferred.
Credentialed or licensed eligible preferred.
Principles and practices of referral, evaluation, intervention, ongoing assessment and transition for children and families from Early Intervention
Federal laws (IDEA Part C) governing early intervention and how those laws are implemented in California
Knowledge about community-based organization and resource development
Knowledge of crisis intervention and prevention principles and practices
Familiarity with SFUSD, early childhood special education services, and other special services providers in the local area
Trained or certified in specific intervention approaches such as, ABA, PRT, PECS, DIR/ Floortime, Routines-Based Intervention, Positive Behavior Support, Functional Behavior Assessments, and
Must demonstrate expertise in evidence-based models and interventions used in Early Intervention, Early Childhood Special Education, Early Childhood Education, and inclusive early childhood settings (e.g. Teaching Pyramid, Hanen, ESDM, activity-based intervention)
Familiarity with Golden Gate Regional Center, DEC, SFUSD and other special services providers in area
Good understanding of current issues and best practices in the fields of Early Intervention, Early Childhood Special Education, Inclusion, and family support
Understanding of typical growth and development of children throughout their lifespan, with specific knowledge about atypical development and risks
Ability to lift 25 – 40 pounds as needed every day; this includes children and equipment
Ability to bend, stoop, sit on floor, lower, and raise self from floor during classroom activities, and to use both hands to grasp securely on a consistent basis. Can move quickly when responding to an emergency
Awareness of and ability to address the culturally unique needs of the target population
Competent computer skills, including working knowledge and use of Microsoft Word Processing, Microsoft Office, Excel and other online tracking databases
Attention to detail, ability to follow directions and interpret policies and procedures to ensure compliance with standards
Strong verbal, written, organizational and communication skills
Ability to appropriately handle confidential information
Ability to set appropriate boundaries with clients/staff.
Able to work effectively in an organizational setting; understands how to utilize the chain of command to resolve problems and bring program development ideas forward; is able to proactively collaborate with other supervisors, consultants, and directors to ensure the best possible training for staff and service delivery for clients.
Ability to work with minimum supervision and to work effectively as a team member
Ability to be a team player with a welcoming attitude
Night and weekends required as needed (infrequent)
Must pass Department of Justice Fingerprint screening
Fingerprinting Clearance DOJ/FBI & Clearance Child Abuse Index
Current Immunizations (TB, Influenza, MMR, Pertussis) and Physical Health Screening (every 2 years thereafter)
Provide proof of full COVID-19 vaccination +Booster
Current CPR & First Aid Certificate (every 2 years thereafter)

Nice To Haves

Interventions, Hanen programs, etc (highly preferred)
Bi-lingual (Spanish speaking) skills highly desirable, Bi-cultural skills desirable

Responsibilities

Oversee the delivery of Kimochis lessons, Friendship Groups, 1:1 sessions, SEEDS Playgroups and Parents Connect, stepping in to cover and support as needed.
Oversees Felton’s Behavioral Response Plan process, responding to teacher requests and utilizing observations, intervention and coaching to respond to challenging needs that present within the classrooms.
Track client progress and assist with intervention adjustments as needed.
Act as a liaison between providers, families, and other stakeholders to ensure a holistic and effective approach to care.
Manage the day-to-day administrative functions of SEEDS Program and the Connect and Thrive program: this includes ensuring adequate, timely and high-quality delivery of all services.
Oversees the care coordination and coordinates services (including referrals) for each family with a child with a special need with either internal or external staff/programs
Performs interagency networking and liaison with other organizations (e.g. GGRC, SFUSD, other community-based organizations)
Works EI to ensure they are working with families to identify unmet needs and makes attempts to meet them
Identifies, develops, and makes recommendations for revisions to programming when needed
Coordinates, plans, develops, and implements early intervention and inclusion services at Felton’s early care and education centers
In collaboration with the leadership team, implements day and evening/weekend programs/activities to address client, family, school, and community needs. This includes developing and planning family events that encourages client participation/involvement.
In collaboration with the Early Intervention & Inclusion Director and Clinical Director, coordinates the development, implementation, and integration of early intervention and inclusion services across all of Felton’s ECE programs. This will include the coordination of inclusion services with both internal and external providers, as well as developing internal systems and protocols for effectively including children with special needs in the program (e.g. making curriculum modifications/adaptations, using a tiered systems of support (e.g. RTI), installing school-wide positive behavior support, and embedding of IFSP/IEP goals and objectives into daily classroom activities).
Works closely with other Early Intervention & Inclusion Supervisor to ensure alignment in approach and smooth transitions from Early Intervention services to Preschool Inclusion services
In collaboration with the Directors, engages in program design and development, focusing on how to integrate and expand early intervention and inclusion services across all of Felton’s ECE programs
Develops any additional forms, processes, and procedures for the early intervention and inclusion coordination components, in a collaborative manner with existing services at Felton’s CYF division
Conducts outreach to the CYFTAY clientele and the community at large to build a client base for early intervention and inclusion services
Facilitates opportunities for client feedback and involvement in program adaptation, including but not limited to focus groups, surveys, and parent committees
Organizes and maintains records of important documents related to program activities (e.g. sign in sheets, surveys, participant applications and proper record and reports as required)
In collaboration with the Clinical Director and Co Education Directors, establishes SEL standards and curricula across ECE sites
In collaboration with Leadership, works towards integrating GGRC/SFUSD services across ECE programs.
Coordinates various aspects of early intervention and inclusion services including care coordination, referrals, program planning, monitoring, assessment, and evaluation of client needs
Provides support to teaching staff on complying with developmentally appropriate practices, and the Americans with Disabilities Act requirements
Provides onsite technical assistance to classroom teachers to help implement IFSP/IEPs, classroom management strategies, and best practices in Early Childhood Special Education and inclusion
Oversees the transition and service coordination of children and families between GGRC/ SFUSD to determine eligibility for Early Childhood Special Education Services
Oversees the observations, behavioral observations/data collection, progress notes and the development of child or behavior support plans for preschool children with identified special needs, or other children as assigned. Makes appropriate follow-up recommendations.
Ensures activities and teaching opportunities promote children's acquisition of skills, and the embedding of IEP goals in the natural environment.
Provides input/changes/suggestions to classroom teachers, the Preschool Inclusion team, the Early Intervention (EI) team, and Program Supervisors regarding curriculum or program adaptations that are needed to meet the individual needs of children.
In collaboration with other members in the EII team (e.g. EI supervisor, SLPs, RN, School Counselor), oversees the development of individualized goals and child/behavior support plans for preschoolers with special needs and/or behavioral challenges.
Ensures direct service staff (e.g. Preschool Interventionist, SLP, Teachers) are implementing child/behavior support plans as designed and delivering 1:1 support as intended
Monitors children’s progress, response to intervention, and makes recommendations for continued support
Ensures that direct service staff complete, score and interpret ASQ-48 month results and follow-up with appropriate steps as necessary (e.g. notifies parents/teachers of areas to monitor, makes referrals to early childhood special education services)
Works with families to meet preschool children’s needs at home and at school
Consistently assesses the need for consultation or evaluation by other specialists-SLP, OT, PT and Mental Health Services to meet the needs of the center
Supports classroom ratios/staffing as needed
Ensures flyers, sign in/out sheets and pre/post evaluations are completed for every activity
Provides program administrative duties, including tracking statistics and report writing.
Creates, maintains, and tracks services provided through ECE CIRCE (Salesforce)
Organizes and maintains audit-ready documentation on all inclusion programming
Participates with the Directors in conducting annual participant program reviews and collaborates with Directors in evaluating clients’ needs and service/program development needs
Monitors program activities for effectiveness, efficiency, and impact
Revises program activities based on the degree to which identified needs/gaps are being met
Maintains a thorough working knowledge of all EII services, Family Support standards; Ensures that all staff are informed of these standards, and that standards are implemented, and continually improved upon.
Collaborates with the Division leaders, supervisors, committee members, or other designated person(s) in preparing and maintaining records, monitoring data for the purpose of maintaining quality or making improvements to programming
Enforces departmental rules, regulations, work methods, and procedures
With guidance from the EII Director/ Senior Clinical Director, participates in program implementation and evaluation efforts
Upholds professional ethics of confidentiality, discretion, and good judgment at all times
Leads the Team, which consists of Early Interventionist(s) (EI), Social Emotional Learning Specialist (SELS) and a Family Support Specialist[s]
Orients, trains, and mentors all EII staff, in all aspects of their work according to the Agency’s Policies and Division procedures
Recruits, selects, trains, and provides on-going support to EII staff
Supervises and evaluates staff. Creates individual work plans for staff. Conducts and documents staff conferences two or more times per year to monitor staff development objectives. Provides consistent feedback on job performance. Meets regularly with these staff individually and as a group, maintaining outcome records of decisions made.
Develops staff training in-service content, ensuring policy and regulations are properly communicated to staff
Creates annual staff evaluations and improves staff skills through effective goal setting and mentoring
Reviews and approves timesheets and leave requests for staff
Arranges daily work schedule for staff through a staffing plan, noting vacations, planned absences, needs, and coverage
Builds and maintains relationships with collaborating agencies, funding sources, and other CBOs
Maintains awareness on developments within the early intervention & inclusion policy changes that would impact the families served through attendance at collaborative meetings
Acts as representative for Felton’s ECE programs within community-based organizations and networking meetings. Attends relevant First Five & SFFSN trainings and workshops as needed.
Maintains positive and effective communication regarding Felton with clients, other staff members, and the surrounding community.
Implements Felton’s vision/mission statements and core values.
Participates in weekly supervision meetings with the Director
Participates on divisional leadership team
Maintains good working relationships with funding sources and assures compliance with grant, scopes of work, and other contract reporting requirements
Uses and fosters clear, open, effective, and consistent communication with staff
Reports all injuries and other health concerns to the administration, and administers Pediatric first‐aid when necessary, as mandated by state law, report any suspected child abuse
Performs and assumes additional duties consistent with the position as assigned or requested by the Program/Division Director to fulfill the needs of the program