Address
Form of workPosition Type:
Student Support Services/Mild to Moderate Intervention Specialist
Date Posted:
4/21/2023
Location:
Hopewell
District:
Positive Education Program - website
Job purpose
To provide instructional leadership to the day treatment center(s). Build capacity through modeling, coaching, and providing support to classroom teams. Work collaboratively with other instructional coaches and PEP educational services department to identify objectives for professional development activities, create materials, determine procedures, and effectively deliver training.
Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Model academic and social-emotional instruction for classroom teams via in situ, co-teaching, observation and feedback, and other coaching techniques designed to increase their instructional skills, and ability to implement adopted instructional programs with fidelity.
• As an in-center expert in the Wilson Reading System, coach staff in the appropriate and evidence-based implementation of the program.
• Assist in the assessment process required for the TGRG and assist TCs in the creation, monitoring, and modifications of RIMPS.
• Assist staff in identifying the appropriate continuum of assessment tools and individualized schedule of assessments to be completed to meet the instructional/intervention needs of students. In addition to other formal assessments, this includes on-line and other curriculum-based measurements and formative assessments. In collaboration (consultation) with center SES, teach, model, coach, and monitor this process with classroom teams.
• Guide classroom teams in the identification of evidence-based academic interventions, instructional strategies, programs, and curricula that are targeted and aligned to individual student needs, and groups of students with heterogeneous abilities. Model instruction and interventions as needed.
• Consult with classroom teams on effective academic and social-emotional instruction (planning, managing, implementing and evaluating) in the classroom for a variety of student ability levels. Model instruction as needed.
• Work with classroom teams to infuse teaching literacy in the content areas, including social-emotional and functional/life skills curricula.
• Model and train teacher counselors to use assessment data to create measurable IEP goals and objectives and create IEP data collection strategies and tools.
• Promote and contribute to the continued use and development of PEP's intervention based
bibliotherapy curriculum.
• Support classroom teams in their use of instructional technology, tech-based curriculum and assessment.
• Work collaboratively with other instructional coaches and PEP administration to develop
and train systems for the collection, use, and maintenance of student academic outcome data.
• Proven classroom/teaching experience and use of the effective instruction model and techniques as well as the competence model of Re-ED.
• Philosophical, theoretical, and broad practical knowledge base regarding state-of-the-art academic programming, instruction, and assessment that promotes progress within Ohio's Learning Standards and Extended Standards.
• Ability to work effectively with individuals or groups of widely varied experience and backgrounds.
• Effective interpersonal communication and interaction skills.
• Excellent written communication skills.
• Initiative, creativity, and organization skills.
• Knowledge of and adherence to ESC and PEP policies and procedures, HIPAA, FERPA,
standards of ethical conduct and best practices.
• Participates in all required trainings, including but not limited to; First Aid, CPR,
Therapeutic Crisis Intervention, Blood Borne Pathogens, Cultural Responsiveness, and Standards of Practice.
• Participate in staff development activities, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day's activities.
• Adhere to PEP and ESC policies and procedures.
Qualifications
• Bachelor's degree required, Master's preferred.
• Special Education teaching credential required. • Wilson Level I certification required. Must be acquired in year one if not held.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 - 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
Direct reports
None
Student Support Services/Mild to Moderate Intervention Specialist
Date Posted:
4/21/2023
Location:
Hopewell
District:
Positive Education Program - website
Job purpose
To provide instructional leadership to the day treatment center(s). Build capacity through modeling, coaching, and providing support to classroom teams. Work collaboratively with other instructional coaches and PEP educational services department to identify objectives for professional development activities, create materials, determine procedures, and effectively deliver training.
Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Model academic and social-emotional instruction for classroom teams via in situ, co-teaching, observation and feedback, and other coaching techniques designed to increase their instructional skills, and ability to implement adopted instructional programs with fidelity.
• As an in-center expert in the Wilson Reading System, coach staff in the appropriate and evidence-based implementation of the program.
• Assist in the assessment process required for the TGRG and assist TCs in the creation, monitoring, and modifications of RIMPS.
• Assist staff in identifying the appropriate continuum of assessment tools and individualized schedule of assessments to be completed to meet the instructional/intervention needs of students. In addition to other formal assessments, this includes on-line and other curriculum-based measurements and formative assessments. In collaboration (consultation) with center SES, teach, model, coach, and monitor this process with classroom teams.
• Guide classroom teams in the identification of evidence-based academic interventions, instructional strategies, programs, and curricula that are targeted and aligned to individual student needs, and groups of students with heterogeneous abilities. Model instruction and interventions as needed.
• Consult with classroom teams on effective academic and social-emotional instruction (planning, managing, implementing and evaluating) in the classroom for a variety of student ability levels. Model instruction as needed.
• Work with classroom teams to infuse teaching literacy in the content areas, including social-emotional and functional/life skills curricula.
• Model and train teacher counselors to use assessment data to create measurable IEP goals and objectives and create IEP data collection strategies and tools.
• Promote and contribute to the continued use and development of PEP's intervention based
bibliotherapy curriculum.
• Support classroom teams in their use of instructional technology, tech-based curriculum and assessment.
• Work collaboratively with other instructional coaches and PEP administration to develop
and train systems for the collection, use, and maintenance of student academic outcome data.
• Proven classroom/teaching experience and use of the effective instruction model and techniques as well as the competence model of Re-ED.
• Philosophical, theoretical, and broad practical knowledge base regarding state-of-the-art academic programming, instruction, and assessment that promotes progress within Ohio's Learning Standards and Extended Standards.
• Ability to work effectively with individuals or groups of widely varied experience and backgrounds.
• Effective interpersonal communication and interaction skills.
• Excellent written communication skills.
• Initiative, creativity, and organization skills.
• Knowledge of and adherence to ESC and PEP policies and procedures, HIPAA, FERPA,
standards of ethical conduct and best practices.
• Participates in all required trainings, including but not limited to; First Aid, CPR,
Therapeutic Crisis Intervention, Blood Borne Pathogens, Cultural Responsiveness, and Standards of Practice.
• Participate in staff development activities, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day's activities.
• Adhere to PEP and ESC policies and procedures.
Qualifications
• Bachelor's degree required, Master's preferred.
• Special Education teaching credential required. • Wilson Level I certification required. Must be acquired in year one if not held.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 - 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
Direct reports
None
