Special Programs Specialist - Corpus Christi

Overview:

About Upbring

At Upbring, we are servants on a mission to break the cycle of child abuse. We are warriors, brave as the thousands of Texas Children and families we serve. We stand up for those who can’t speak for themselves. We are a family who values innovation, empathy, patience, understanding and trustworthiness.

About Our Head Start Centers

Upbring Head Start Preschool provides a safe, inclusive place to learn, grow and thrive. The families receive support and services to complement the child’s education as the kindergarten transition nears.

What You'll Do

The SPS will monitor the annual review dates of IFSPs and IEPs for children with maladaptive behaviors in the classroom.

• This position is year-round.

Responsibilities:

We Are Warriors | We Set the Standards for Child Education

• Develop and maintain strong working relationships with ISD’s and ECI staff to guarantee children and family’s needs, program goals, and objectives are being met
• Consult with and assists campus-based 504 administrators, LSSP’s, school nurses, regular class teachers, counselors, administrators, and parents to meet the educational needs of students eligible under Section 504.
• Assist campus 504 teams in writing legally binding Individualized 504 Plans; coordinates campus-based resources; evaluates the necessity/need for specific accommodations and the effectiveness of the 504 plan in preventing discrimination.
• Assist campus 504 teams in writing Individualized 504 Plans that allow student access to the full range of educational and co-curricular opportunities that are available to all other eligible students in the District
• Assist campus 504 teams in reviewing Individualized 504 Plans of students who move into the District and facilitates the development of comparable accommodations at the receiving school.
• Review service logs of Early Childhood Intervention agencies and ISD related service providers to ensure children are receiving service minutes according to what is documented in their IFSP or IEP
• Assist campus 504 teams in monitoring and reviewing Individualized 504 Plans at least once per school year
• Staff must not use/impose corporal punishment or other forms of child maltreatment as a method to discipline children
• Comply with the company code of conduct and other applicable regulations and requirements, including Licensing Head Start Program Performance Standards (HSPPS), Upbring policies and procedures, Child Care Minimum Standards, and other federal, state, and local regulatory requirements
• Models specific strategies and provides technical consultation for Family Engagement Advocates, Center Directors, Education Coaches, and all teaching staff to use to support the needs of students who have a suspected or confirmed disability
• Create and monitor IAPs for students with suspected disabilities based on data and screener
• Always ensure the health and safety of each child in care and support the overall well-being of children
• Provides status reports to director inclusive of progress and developments for students in the program
• Actively participate and attend Admission, Revision, and Dismissal (ARD) meetings
• Maintain up to date documentation by utilizing forms authorized by the Special Program Director and uploading all applicable documents related to students with a suspected or confirmed disability in the online database system in a timely manner
• Enter progress notes on students with identified and suspected disabilities.
• Follows the Office Head Start CLASS Methodology
• Assist campuses in the development, implementation, and/or participation in professional development of instructional methodologies that allow curriculum accommodations and differentiated instruction based on student learning needs resulting from a disability, specific condition, or impairment.
• Helps support the Conscious Discipline model
• Fulfill the role of mandated reporter as stated in Child Abuse and Neglect Policy
• Attend all professional development
• Perform other activities and duties as assigned

• Immediately communicate with supervisor with all concerns related to child’s health and safety
• Orient families to the program according to the established special programs plan and develop and coordinate a continuing evaluation of the family needs
• Make parent contact/follow-ups for children who are pending a referral or evaluation services
• Document all activities that relate to contact with families and specific program objectives
• Completion of documentation and record keeping in an accurate and timely manner and maintained as required by all applicable regulations
• Completes student observations and provides feedback to appropriate staff in a timely manner
• Works with ISD leadership staff to ensure that school-based services area being utilized via school counselor or social worker for children with reported maladaptive behaviors
• Actively participate in two-way communication among co-workers to ensure all staff is informed of pertinent information as it pertains to special programs activities

We Are Servants | We Help Others

• Models specific strategies and provides technical consultation for Family Engagement Advocates, Center Directors, Education Coaches, and all teaching staff to use to support the needs of students who have a suspected or confirmed disability
• Completes student observations and provides feedback to teachers, Family Advocates, Center Director, Education Coach, and Special Program Director.
• Create and monitor IAPs for students with suspected disabilities based on data and screeners. Seek guidance and support from supervisor for mitigating concerns: inclusive but not limited to classroom management, behavior management, child health and safety, child development, and any other concerns requiring intervention
• Works collaboratively with the mental health consultant, school instructional, and non-instructional staff to implement a comprehensive approach to address both preventative and responsive measures for children
• Works with area leaders, service providers and school leadership staff to ensure that policies and procedures reflect an understanding of the role of trauma in student behaviors and to track progress of goals and objectives for children
• Develop and maintain strong working relationships and partnerships with program leadership, management, and staff to ensure students and family’s needs and program goals and objectives are being met
• Develop and maintain strong working relationships and partnerships with ISD and ECI staff to guarantee children and family’s needs and program goals and objectives are being met
• Work closely with the Special Program Director, Mental Health Director, Regional Director, Ed Coaches, and Center Director to ensure Head Start regulations, licensing standards, and Agency policies and practices are managed and administered properly and efficiently and support the needs of Head Start
• Engage in comprehensive, integrated planning with the management team such as Directors, Superintendent, Assistant Superintendents, and other Head Start leaders
• Develops a working relationship with ISD special education evaluation team and ECI evaluation team and serves as a liaison to assure evaluation timelines are being followed and updates parents/guardians of the progress.
• Develop and maintain strong working relationship with ISD to ensure RTI is implemented to determine the intensity and frequency of student support and following up with the campus staff and recommending the campus develops short-term goals and monitor progress to determine if a referral for special education evaluation is needed.
• Works collaboratively with the mental health consultant, school instructional, and non-instructional staff to implement a comprehensive approach to address both preventative and responsive measures for children.
• Works with ISD leadership staff to ensure the campus is making their school counselor or social worker available for children with reported maladaptive behaviors and that RTI is started to determine the intensity and frequency of support the child needs and following up with the campus staff and recommending the campus develops short-term goals and monitor progress to determine if a referral for special education evaluation is needed.
• Work closely with the Special Program Director, Mental Health Director, Regional Director, and Center Director to ensure Head Start regulations, licensing standards, and Agency policies and practices are managed and administered properly and efficiently and support the needs of Head Start.
• Promote, coordinate, and disseminate communication among staff, teachers, students and the community regarding the prevention of discrimination based on disability, as appropriate.

We Are Family | We Are Passionate & Compassionate

• Serves as liaison and technical consultant to schools, area office, agencies, advocates, parents, and students regarding facilitating trauma-informed practices
• Serves as liaison between to ISD staff, ECI agencies, advocates, parents, and children regarding facilitating trauma-informed practices
• Work as a team player and exhibit professional behavior and a positive attitude with both internal and external clients that reflects positively on the Agency and is consistent with Agency policies and practices
• Actively participate in exhibiting cultural awareness and sensitivity when interacting with children, parent(s)/guardian(s), staff, and the community

Qualifications:

• Bachelor’s degree from an accredited college or university in education, special education, psychology, counseling, or related field
• One or more years of professional experience in counseling, special education, psychology, education, or related experience
• Working knowledge of Special Education process and law (Child Find, FIE, REED, Procedural Safeguards, FAPE, etc.)
• Experience in Early Childhood Education setting
• Working knowledge in Special Education referral process and evaluation systems
• Working knowledge of evidence-based trauma informed practices

• Ability to use sound judgement and always maintain confidentially
• Strong verbal communication and presentation skills with the ability to positively convey a message
• Ability to adapt training techniques and adult learning theory to various groups (different learning styles)
• Demonstrated knowledge of current social, educational, and economic issues as they relate to rural families
• Demonstrated knowledge of behavioral and mental health services for children and families
• Strong interpersonal and people skills with the ability to work independently within a team environment and with a diverse group of people
• Proficient with Microsoft Word, Excel, and Outlook

• Master’s degree from an accredited college or university in education, special education, psychology, counseling, or related field
• Two or more years of professional experience organizing or implementing trauma-informed and evidence-based prevention and intervention services for children with disabilities.
• Two or more years working as a special education teacher or paraprofessional.
• Experience in Applied Behavioral Analysis

• Competitive PTO & paid holidays
• Health, dental, vision insurance & more!
• 403(b) Plan
• Employee Assistance Program
• Discounted Gym Memberships

Diversity. Equity. Inclusion. Belonging

Our trust, respect, and appreciation for one another is demonstrated through our communication, celebration of progress and relentless effort to be at our best TO FULLFILL OUR MISSION OF BREAKING THE CYCLE OF CHILD ABUSE.

Upbring is an Equal Employment Opportunity/AA Employer and does not discriminate on the basis of race, color, ancestry, religion, age, sex, sexual orientation, gender, gender expression, gender identity, pregnancy, marital status, national origin, genetic information, physical or mental disability, military or veteran status.