Inclusion/Wellness Specialist

5 days ago

Washington, DC, United States Educare DC Full time
ORGANIZATION OVERVIEW

Educare DC serves over 350 children from birth to five years - and their families - through our state-of-the-art center and through community partnerships. Building on the program foundations of Early Head Start and Head Start and accredited by NAEYC, Educare DC promotes school readiness by providing high-quality, comprehensive early learning programming for children who are historically underserved due to systemic racism, eliminating the opportunity gap often experienced by low-income communities. Educare DC is part of the 25-school Educare Learning Network that serves as a platform for broader change, inspiring high-quality programs in communities, improving public policies nationally and within each state, and demonstrating a comprehensive, research-based approach to the first five years of life and learning. Educare DC draws on a blend of private and public dollars, including federal childcare funding, Early Head Start, Pre-K, and other state and federal funding streams.

POSITION OVERVIEW

The Inclusion/Wellness Specialist (I/WS) will work with all partner sites and families to develop and implement individualized behavior plans for children ages birth to three and individualized classroom interventions. Reporting to the Comprehensive Services Manager, the I/WS will support students with challenging behavior and/or social emotional delays to access Educare DC's high-quality language enriched curriculum. By collaborating with teachers of students who exhibit differing learning, mental, and emotional abilities, the Inclusion/Wellness Specialist plays an essential role in Educare DC's overall model of academic excellence for at risk children and their families. This position will focus on designing inclusive early learning experiences by adapting general education experiences and teaching skills, such as self-regulation and communication techniques, while establishing a developmentally appropriate classroom environment favorable to the development and personal growth of all children. The I/WS will be responsible for implementing all program requirements while adhering to program regulations. An essential component of the specialist's position is the ability to communicate and work with families to support the development of their child with behavior challenges. The I/WS position will require direct interventions for children (0-3) that need individual support, coach classroom staff and directors on appropriate interventions, and monitor appropriate implementation of classroom interventions for children with social emotional concerns (0-3). Caseload quantity depends on student need and enrollment.

RESPONSIBILITIES
  • Provide an adapted, evidence-based curriculum focused on social/emotional development and support children's ideas, initiatives, and creativity.
  • Coach teachers in developing, selecting, and modifying instructional materials and plans to meet the social emotional needs of all children with a wide range of mental and emotional maturities.
  • Provide direct in-class modeling of best instructional practices for students with special needs and delays.
  • Consult with classroom teachers on embedding social emotional practices in individual and small-group instruction, ensuring that teachers are maintaining appropriate classroom climate to establish and reinforce acceptable child behavior, attitudes, and social skills.
  • Develop and implement individualized interventions and student accommodation requirements based on the Individualized Family Service Plan (IFSP); collaborate with teachers on implementation of behavior plans.
  • Review classroom and child data, develop an action plan, support goal achievement through active collaboration for children with special needs.
  • Provide examples of accommodations, interventions, and modifications for children with social emotional developmental delays, including using the RTI (Response to Intervention) process as appropriate for students who may not currently have a diagnosed disability.
Assessment:
  • Provide individual ongoing observations and assess the social skills of children in various settings.
  • Observe classrooms to determine staffs' implementation of a healthy nurturing environment specifically documenting atypical behaviors.
  • Participate in Family Child Service Reviews for children on caseload.
  • Complete documentation of incidents in the child's file.
  • Assure that files are complete, accurate, and confidentially maintained.
  • Utilize observation data to complete Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIP); Collect anecdotal notes and portfolio items to assess development.
  • Participate in Family Child Reviews and Individualized Family Service Plan meetings.
  • Participate in the local evaluation and national Educare Implementation Study, review data, and offer feedback on utilization for individualized planning for children and families.
Home-School Connection:
  • Assist in parent-teacher conferences and home visits at least twice a year.
  • Develop activities for parents that promote parent participation and involvement in their child's mental health and social emotional development.
  • Collaborate with the Family Engagement staff to promote family goals and support with referral process to local resources when necessary.
  • Attend determination meetings for students who have been referred and IFSP meetings for students who have diagnoses.
  • Communicate regularly with parents by means of parent meetings, home visits, trainings, and individual parent consultation.
Interdisciplinary Duties:
  • Collaborate with the Comprehensive Health Services Team and other professional staff members in assessing and helping solve children's health and learning challenges.
  • Collaborate with the Family Engagement Specialists, and other Educare DC personnel and support staff to promote individual children's goals relating to social emotional development and the referral process.
  • Collaboratively work with Partner Coaches, Instructional Coaches, and Teachers to develop a functional behavior assessment and behavior intervention plan for students with atypical behaviors.
  • In cooperation with other staff, carry out routine duties such as toileting, hand washing, cleanup, and supervision of children at all times, including outdoor play.
EXPERIENCE AND ABILITIES
  • Bachelor's degree in early childhood education (ECE) with specialized training in special education or psychology or a related field or a related certification. Master's degree preferred.
  • Proven ability to recognize how culture, urban settings, racial and economic disparities impact education and child development.
  • Demonstrated success in creating Functional Behavior Assessments (FBA), Behavior Intervention Plans (BIP), Individual Education Plans and Individual Family Service Plans.
  • Experience in successfully applying the philosophy and practices of early childhood education, developmentally appropriate practice, emergent literacy, and social/emotional development.
  • Keen knowledge of Head Start Performance Standards, local and federal licensing requirements
  • Direct experience with the mental health consultation model and tiers of the Response to Intervention (RTI) Process.
EDUCATION REQUIREMENTS
  • Bachelor's degree in early childhood education (ECE) with specialized training in special education or psychology or a related field or a related certification. Master's degree preferred.
ADDITIONAL JOB REQUIREMENTS

Must spend 75% of time in classrooms.
  • Maintain professional training and competence through in-service education activities provided by Educare of Washington, DC, the Educare Learning Network, and others.
  • Clearance of background checks as required by local, state, and federal regulations.
  • Annual physical exam, drug screen and TB tests, and Covid-19 vaccination are required as a condition of continual employment as required by Educare DC, state, and federal regulations.
ESSENTIAL JOB FUNCTIONS
  • Advanced command of the English language and grammar, both verbal and written.
  • Visual and auditory acuity within professionally determined normal ranges, with correction if needed.
  • Manual dexterity sufficient to operate a computer and office equipment, including, but not limited to, the telephone, fax machine, copier, and tape recorder.
  • Must be able to lift 40 pounds.
  • Must be able to travel.
  • Must be able to enter and exit a vehicle without assistance and withstand exposure to adverse weather conditions.
  • Experience working successfully with culturally diverse staff and clients.
  • Regular attendance is a necessary and essential function.
  • This position may work 40 or more hours per week.

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