Early Intervention Specialist

NEXT DOOR FOUNDATION INC•Milwaukee, WI

6d•Hybrid

About The Position

Under the guidance of the CCP Director, the Next Door Early Intervention Specialist will support the students and teaching teams of children referred to Next Door’s Positive Behavior Support Team as well as center and home based special education referral processing and monitoring of referrals and ASQ compliance and quality assurance. The EIS will help teachers identify students with suspected developmental delays and support teachers through the referral process. Utilizing strategies from the PTR-YC model, students referred for challenging behaviors, the Early Intervention Specialist will help the teaching team identify, design, implement and adapt classroom intervention. This support will align with the Pyramid Model framework, Head Start Performance Standards and the Wisconsin Model Early Learning Standards that support continuous improvement in child outcomes in the domain of Social Emotional development and School Readiness.

Requirements

Bachelor’s Degree in Early Childhood Education, Early Childhood Education: Exceptional Educational Needs, Child Development, Psychology, or Social Work required.
Training and experience in infant and early childhood mental health are required.
Must have experience working within an early childhood setting.
Must have experience working with children with challenging behaviors.
Excellent oral and written communication skills and strong organizational skills.
Must have excellent interpersonal skills and be able to relate well to children, families, staff and the community.
Must have experience in working with diverse, low-income children and families.
Successfully pass the Caregiver Background Check.
Successfully pass a physical examination upon hiring and every 2 years thereafter.
Successfully complete a TB test upon hiring and every 2 years thereafter.
Must have a valid Wisconsin’s Driver’s License, motor vehicle and adequate liability insurance as required by agency policy and state liability regulations.
Must be willing to fulfill their responsibilities in accordance with the agency’s mission

Nice To Haves

Master’s Degree Preferred.
Knowledge of coaching practices.
Knowledge of infant and early childhood mental health principals.
Knowledge and expertise in implementing PBIS and RtI in early childhood programs.
Knowledge and expertise in promoting growth and development in children for any of the developmental domains, (language and literacy, health and physical development, approaches to learning, social emotional development, creative arts, science, mathematics and sensory integration).
Knowledge and experience with the Wisconsin Pyramid Model for Social Emotional Competence and Wisconsin Model Early Learning Standards within early care and education settings.
Will complete Pyramid Model training within 12 months of hire.
Knowledge of appropriate curriculum and instructional strategies for students with behavioral and social challenges; current state and federal Early Childhood Education regulations; Early Childhood Education curriculum resources and materials; behavior intervention methodology/techniques including positive behavior intervention strategies and regulations; individual and classroom management techniques; principles and practices of instruction, curriculum, professional development, and assessment in an Early Childhood Education setting; student assessment methods.
Knowledge of Trauma and Adverse Childhood Experiences (ACES) and implications
Knowledge of childcare licensing requirements.
Have knowledge of screening and assessment tools, as well as referral and community resources.
Ability to work as a cooperative and supportive team member.
Ability to communicate and cooperate with various professionals and community groups.
Must stay current in research trends in early childhood development.

Responsibilities

The EIS will maintain a revolving caseload with the services for children with challenging behaviors by implementing the PTR-YC (Prevent-Teach-Reinforce for Young Children).
Observations will be conducted of general social emotional climate and practices in all assigned classrooms at the start of the year.
The EIS staff person will also work collaboratively with coaches and CCP Managers to support classroom level intervention. This classroom focus will work on increasing intentionality of the skills of the regular classroom teachers meet the needs of the student with behavioral and/or emotional issues.
Identifies behavior concerns and develops/writes Behavior Support Plans process/procedure utilizing PTR-YC.
Monitors implementation of Behavior Support Plans.
Develops/writes Safety Plans for students with high risk behaviors.
Promote practices that support young children’s social and emotional development and prevent challenging behaviors.
Develops and implements effective communication strategies (including reflective questioning) and behavior support techniques related to student behavioral concerns;
Will be an active, presence in the classroom to support utilization of interventions through coaching and modeling.
Effectively understands the Teaching Pyramid Model and can utilize its tenets in discussions with mental health consultants, coaches, parents, teachers, caregivers, children, and other professionals.
Provides support, services, and trainings to enhance the families’ capacity in meeting their child’s developmental and mental health needs;
Build strong relationships with mental health consultants, coaches, parents, teachers, caregivers, children, and other professionals.
Demonstrate understanding and skill in interpersonal communication, and group process.
Have an understanding of evidence-based practices, strategies, and intervention procedures.
Monitors developmental and behavioral compliance and quality assurance.
Coordinates referral process for any suspected disabilities, which includes a tracking system for follow up.
Assist with coordination, monitoring of compliance and follow up of all required developmental and behavioral screenings for all center based, homebased, as well as Child Care Partnership sites.
Maintain and review ChildPlus Disability records to meet the HSPS.
Transitions children with disabilities and those in the diagnostic process to their next destination, ensuring a smooth and efficient process.
Collaborates with LEA (Local Education Agenices) and Part C agencies to ensure integrated, coordinated provision of special services.
Participates in staffing children and IEP/IFSP meetings as requested.
Explore community resources for services to children with disabilities to share with staff and families.
Maintain accurate and updated documentation on Child Plus database system in compliance with Head Start Performance Standards.
Pursue, develop and maintain community partnerships within the Early Intervention arena to enhance service for families.
Maintain a collaborative relationship with partners including Milwaukee County Birth to Three and Milwaukee Public Schools.
Participate actively in all team meetings, staff meetings, peer consultation, individual reflective supervision, and school meetings as requested and collaborate proactively with mental health and special services team.
Develop relationships and ongoing communication with teachers and other staff; provide concrete strategies for positive and feasible individual and class intervention strategies
Provides training to staff on mental health and disability topics as needed.
Will complete all paper and Child Plus documentation (observation notes, transaction notes, observation reports, BST plans, Safety plans, etc.).
Participates in grant-funded projects related to MH and Disability support.
Maintain confidentiality.
Other duties as assigned.
All staff members are accountable for knowing and performing the responsibilities associated with their individual position in an efficient and effective manner, understanding that each of us plays an integral role in the success of our mission.
All staff will support the agency mission, vision, standards of conduct/code of ethics and strategic directions and support administrative decisions.
This must demonstrated by maintaining a positive work environment, and by behaving and communicating in an appropriate manner with children, families, coworkers, supervisors and the public while achieving performance expectations.
Communication with and about colleagues will be respectful.
Following safety warnings and directions at all times.
Using personal safety devices when required.
Reporting any unsafe conditions to supervisor.
Following process for reporting suspected child abuse and neglect.
Reporting unsupervised children, after ensuring child’s safety.