Intervention Support Specialist

Job Description

Job Description

Description

The Intervention Support Specialist is responsible for providing technical assistance to the local program staff of HS and/or EHS and all component staff related to the integration of the disabilities and mental health component throughout the programs they serve. The Intervention Support Specialist provides training, support and guidance to staff and parents on the mainstreaming and provision of services to children with disabilities and their families and the social/emotional wellbeing for children and families.

The Intervention Support Specialist is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community.

This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures.

All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G. Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately.

The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form.

All communications are potentially sensitive and are subject to Head Start's policy on confidentiality.

Integrated Support and Services (Up to 80%)

• Works collaboratively with all component staff, parents and staff from community agencies, early intervention programs and the public schools to ensure that:
• children with disabilities are recruited;
• interdisciplinary program planning occurs;
• appropriate referrals, screening, assessment, diagnostic services and placements are provided;
• Individualized Education Plans (IEP’s) and Individual Family Service Plans (IFSP’s) are incorporated and implemented;
• an accepting, mainstreamed classroom environment is provided;
• an educational program for parents is developed; and
• a smooth transition into Head Start/Kindergarten (including K0, K1 and K2 classrooms) is arranged for.
• Observe and informally assess children identified through screening and/or teacher/parent referral, when appropriate;
• Provide assistance in adapting and modifying educational activities and methods and implementing recommendations of outside specialists;
• Provide ongoing consultation and support to parents and staff regarding:
  • P.L. 94-142, Chapter 71b and IDEA;
  • Head Start/Early Head Start philosophy of mainstreaming children with disabilities;
  • support networks for families before and after Head Start/Early Head Start;
  • Advocacy skill development;
  • Referrals to contractual and outside mental health professionals;
  • Monitor services provided by licensed or certified mental health professionals;
  • Identifying behavioral or mental health concerns of an individual child or group of children;
  • Assist in providing special help for children with Atypical behavior or development.
• Observe and assess the appropriateness of programs outside Head Start or Early Head Start for possible placement or referral following the evaluation of a child;
• Coordinate paperwork and create action plans related to social & emotional disabilities effort to facilitate early identification and delivery of service;
• Facilitate the delivery of therapeutic services;
• Meet regularly with the Disability and Mental Health Services Coordinator related to planning and coordination of services, writing and implementation of IEP’s/IFSP’s, individualization in the classroom, and training for staff and parents.

Utilize Information and Technical Systems (Up to 10%)

• Maintain and monitor a comprehensive record keeping system through documents and database system;
• Maintain statistical data as requested by the ABCD Head Start administration and in accordance with federal and state regulations;
• Maintain and document on-going communication and site visits with local programs;
• Monitor and provide information relative to Head Start requirements: support program staffs to ensure children have completed, up to date IEPs, IFSPs, and Mental Health Plans;
• Monitor and track follow-up needs, developmental screenings, curriculum system, and child outcomes;
• Document technical assistance and plan of action provided to staff at local programs.

Additional Job Responsibilities (Up to 10%)

• Assist with administrative needs as requested;
• Attend required on and off site meetings and trainings;
• Perform any other related duties as assigned from time to time.

Thorough knowledge of infant through preschool special education as well as their social/emotional wellbeing and its relationship to child development;

• Demonstrated knowledge of typical and atypical development with ability to recognize the symptoms of a developmental issue;
• Ability to empathetically communicate understanding of emotional factors that influence parents of children who experience a disability;
• Demonstrate knowledge of developing plans for helping to encourage and support children in overcoming delays and possible barriers to learning;
• Demonstrate knowledge and sensitivity to the education and socioeconomic needs of the children and families served in Head Start;
• Familiarity with the Public School systems and thorough knowledge of the Chapter 71B referral and evaluation process;
• Familiarity with the Massachusetts Early Intervention System and thorough knowledge of the delivery of family centered services to infants and toddlers with disabilities or at risk for developmental delays;
• Ability to translate clinical evaluations into concrete goals and curriculum for infant/toddler and preschool classrooms;
• Ability to plan and implement in-service training sessions for staff with varying abilities and experience;
• Excellent verbal and written communication, as well as interpersonal skills;
• Ability to work cooperatively as a member of a team with other program staff and parents;
• Knowledge of neighborhoods served by programs and city-wide services relevant to the programs population;
• Proven ability to keep accurate written records and documentation;
• Possess bilingual ability where appropriate. Translates as necessary or when needed;
• Knowledge of all federal, state, city and program laws, regulations, standards and policies.

Professionalism

• Engage in ongoing staff development trainings and meetings to expand professional skills;
• Maintain professional boundaries in relationships with staff and families;
• Maintain confidentiality of child and family information at all times.

Physical and Environmental Demands and Conditions

The Intervention Support Specialist must have the capability to engage in physical activities to assist education staff in the classroom to support related educational activities, including without limitation, the capability to:

• Lift and move infant through pre-school age children;
• Supervise and monitor children when participating in classroom activities;
• Attend to the needs of children with disabilities, including physically and emotionally challenged children;
• Frequent significant decisions and problem solving abilities;
• Frequent traveling for evaluations, screenings and off site trainings;
• Regular kneeling, bending and sitting on the floor to attend to child's needs;
• Lift items based on program administration needs;
• Must be able to work independently without intensive supervision;
• Must be able to balance and prioritize work load and have strong time management skills.

EDUCATION & EXPERIENCE:

Intervention Support Specialist I: Bachelor’s Degree in Early Childhood Education or related field, and a minimum of one course in special education/early childhood mental health required. Two years of experience providing care or teaching children with special needs or disabilities may be counted towards special education coursework. Minimum of 9 months experience providing care to or teaching children with special needs or disabilities also required.

Intervention Support Specialist II: Master’s degree in Early Childhood, Special Education, Mental Health or related field, and a minimum of one course in special education required. Minimum of nine months experience providing care to or teaching children with special needs or disabilities also required.