Early Intervention Specialist Door Milwaukee

Overview

Position Type:
Full Time

Job Shift: Day

Education Level: 4 Year Degree

Travel Percentage:
Up to 25%

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.

• 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 Child Plus 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 Agencies) 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…