Early Intervention Specialist

Position Type: 40 hours/week - year round Salary Range: $ 49,046 - $52,715 annually Travel %: In-Town and Out of Town Job Shift: Day (M-F) 7:30am to 5:30pm, eligible for a hybrid work schedule, may work some evenings and weekends Job Categories: Education Location: Margaret H Molloy AdministrationBuilding, 602 E 22nd St, Tucson, AZ 85713 Supervisor: Early Intervention Coordinator Job Summary: As a member of the Family and Community Partnerships (FCP) department, the Early Intervention Specialist (IS) reports to Early Intervention Coordinator and implements inclusion services for an assigned caseload of 8-10 centers (Head Start/Early Head Start inclusive of Easter Seals Blake Foundation) and 4 providers (EHSCCP) serving approximately 500 children (prenatal to age 5) and their families in the five designated counties in Southeast Arizona. The IS collaborates with Local Education Agencies (LEA) and Arizona Early Intervention Program (AzEIP) for service delivery to children with disabilities; monitors delivery of these services and recommends changes as needed. Implement services in accordance with Individuals with Disabilities Education Act, 2004 (IDEA), Special Education law and Head Start Performance Standards. Collaborates with internal and external stakeholders to ensure seamless services, including providing professional development to direct service staff. Assume major responsibility for engaging families directly throughout the inclusion referral and evaluation process. Implements and assists in maintaining administrative systems and processes that support children with disabilities and helps the agency achieve compliance with all inclusion related requirements. Paid Leave- 26 paid holidays, 5 days paid vacation after one year and up to 20 days each year thereafter, 8 days paid Personalleave first year, 9 days each year thereafter, up to 5 days paid Sick leave per year Insurance benefits-Dental, Flexible Spending Accounts, Health Reimbursement Arrangements, Health Savings Accounts, PPO medical (3 plans), Vision, and Supplemental Life coveragefor self, spouse, and child ($25,000 basic life and Accidental Death and Disability provided by employer). Supplementalcoverages(Critical Illness, Hospital Indemnity, and Accident Insurance), and pet insurance. Retirement Plan- Agency contribution after years of services and hours eligibility criteria are met. Employee 401k deferral onceeligibility is met. Possession of a bachelor’s degree from a recognized educational institution in the field of Education with a major in Early Childhood Special Education, Special Education, or agreed equivalent that supports high quality implementation of our program as determined by the agency Or Possess an Early Childhood Special Education Certificate (birth to 5 years) from any state. Three (3) years’ experience working directly with children with disabilities and their families. Ability to complete AzEIP Standards of Practice within one year of employment. Submit a current AZ Department of Public Safety Level One Fingerprint Clearance Card prior to start date. Demonstrated proficiency using Office 365 (Outlook, Teams, OneDrive, Word, Excel, PowerPoint) Able to read, write, and speak English and Spanish (bilingual) Able to pass a company paid physical exam prior to starting work. Able to pass a DES Centralized Background Check prior to starting work. Excellent driving record Confidentiality Ethics and Integrity Building Relationships Teamwork Effective Oral and Written Communication Technology Compliance Driven Creative and Innovative Thinking Analysis/Reasoning Decision-Making/Judgment Self-Management Adaptability and Flexibility Other Requirements (post hire) Must be able to travel to and from various sites as needed. Must be able to travel outside assigned areas in company-owned vehicle. Travel could begin before daylight hours and continue after sundown in some situations. Provide proof of immunizations:MMR(Measles, Mumps, Rubella),Tdap(adult Tetanus, Diphtheria, Pertussis), and a clearTuberculosis Self-Assessment. Ability tomaintaina valid level fingerprint clearancecard and annual DES Centralized Background Check. Must be able to prove the right to work in the USA by providing appropriate documents to complete the Federal I-9 form. Ability to attain and maintain thefollowing: Pre-school CLASS certification on an annual basis My Teaching Strategies Reliability Certification every three years First Aid and CPR training include for Infants and Children. Desired Qualifications : Documented completion of the AzEIP Standards of Practice. Possess Pre-school CLASS certification. Possess My Teaching Strategies Reliability Certification Possess First Aid and CPR training for Infants and Children. Physical Requirements: Frequently Sitting for long periods Viewing computer monitors and typing on keyboard for more than 30 minutes at a time. Clerical duties (writing, filing, copying, etc.) Occasionally Standing for long periods (more than 30 minutes) Workday may begin prior to 8:00am and/or end after 7:00pm Duties and Responsibilities Job Responsibilities and Duties: Direct Services: Implement the inclusion systems and service plan to deliver high-quality services to children with disabilities, inclusive of the agency plan to meet the Head Start mandate to enroll and serve a minimum of 10% of funded enrollment of children with disabilities. Promote the inclusion of children with disabilities in general education classrooms through best practice by providing disabilities expertise to high-need classrooms and children with atypical development. Create educational interventions to best support the child and family. Support and collaborate with Education Specialists and Coordinators, along with Program Services Unit staff, for specialized and individualized strategies to promote high-quality inclusion services. Assist in the system for the recruitment and placement of children with diagnosed disabilities referred by LEAs and community agencies. Manage the process for the screening, assessment, and referral for evaluation of children with suspected disabilities who are identified through the agency’s enrollment process or by concerned staff or families for assigned caseload. Attend MET/IEP meetings for children referred to by CPC and those being considered by school districts for placement in Head Start, as needed. Support parent(s) and center staff with the inclusion referral and evaluation process. Conduct classroom and home visit observations for the purpose of individualization for children in the classroom, support teachers and family educators, provide additional information to determine the need for referral for Early Intervention/Special Education Support staff in their work with children with an Individual Family Service Plan (IFSP) and Individualized Education Program IEP) to individualize curriculum, using inclusion strategies and community resources. Identify and assist when additional personnel, transportation, or other related services are required for successful implementation of the plan. Attend pre-placement meetings during late winter and/or early spring with LEA. Ensure that each child with an IEP and IFSP has a comprehensive transition plan. In collaboration with AzEIP service coordinators, advocate and assist families and staff in the child’s transition from Part C to Part B and to the LEA. Represent CPC at transition meetings where HS is the general education classroom/least restrictive environment (LRE). Supervision: Identify self-growth, development goals, and strategies for achievement with support and input from supervisor. Commit and participate in consistent and planned meetings with supervisors to further professional growth by seeking feedback, reflecting on and assessing own practice, and taking advantage of opportunities to improve skills and knowledge. Recordkeeping, Monitoring, and Reporting: Enter, track, and monitor referred to children’s screening and evaluation to ensure referral process meets timelines. Review screening and evaluation packets for completion and monitor referral process and outcomes. Review, monitor and analyze inclusion reports with supervisor, and appropriate center teams; identify concerns and recommend strategies for resolution. Participate as necessary in the agency’s annual self-assessment for inclusion services; make recommendations for non‑compliance or needs improvement areas; implement program improvement plans where required. Leadership, Management, and Teamwork Participate in the FCP department team and contribute to the decision-making process for strategic initiatives, professional development, budget, governance, and agency self‑assessment. Implement and monitor key management decisions in the areas of inclusion and family and community partnerships. Participate in the Comprehensive Services Unit team and contribute to the Comprehensive Services Unit (CSU) Cross‑Department Collaboration team in support of integrated policies, procedures and services. Participate in the inclusion services team and contribute to the decision‑making process for policies and procedures, planning, professional development, and other activities related to inclusion services. Maintain early childhood special education expertise including best practices, local, state, and federal initiatives through active membership in professional organizations and establishment of good working relationships with internal and external stakeholders. Link current research, resources, and program data to practice by discussing program quality issues and ways to advance practice. Provide consultation, training and other resources for staff in the areas of inclusion theory and application, based on the needs of children and families being served. Assist with the relationship between agency staff, AzEIP, and the LEAs; and oversee staff implementation of the inclusion plan. Assist in the identification of approaches and techniques that staff use to support families who are learning about disabilities, working with community agencies and LEAs, and advocating for the needs of their children. Collaborate with CSU (EHSCCP, mental health, education services, program services, and health & nutrition) to access and support for staff, children, and families with concerns and questions pertaining to disabilities. Develop, present, or deliver professional development to address unique, specific needs within center, departments, and partners. Responsibilities for all Child-Parent Centers, Inc.: Understand and model the agency's vision, mission, and philosophy within the agency and the community. Demonstrate approachability, ownership, accountability, and life‑long learning. Use the agency's communication and problem-solving approach. Seek perspective of others. Identify emerging issues and contribute new knowledge. Work to de‑escalate when emotions and stakes are high. Maintain professional behavior and relationships with internal and external stakeholders. Use agency systems and technologies to accomplish work. Maintain a high level of attendance to support ongoing service delivery. Recognizes children's safety as the first responsibility of all staff and acts swiftly to ensure no child is unsupervised. Implement agency policies and procedures for safeguarding confidential or sensitive information about employees and/or program participants. Restrict access to paper or electronic documents for those with a need to know. Performs other duties as assigned. Please Note: This job description is not designed to cover or contain a comprehensive listing of activities, duties, and responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.This job opening is intended to provide information about the position for employee recruitment purposes only and is not intended to be the basis of any employee contract. Child-Parent Centers, Inc. is an Equal Opportunity Employer. #J-18808-Ljbffr