Early Intervention Specialist I
Southern Oregon Education Service District (SOESD) Early Childhood Services (ECS), a widely recognized early childhood special education program committed to inclusion, family partnership, and developmentally appropriate practices, invites applications for an Early Intervention Specialist at the Gilbert Creek Child Development Center in Grants Pass to join a progressive, collaborative team providing assessment, intervention, and family support services to children birth to five with developmental delays.
An Early Intervention Specialist will provide direct and consultative services to children birth to age five with delays in their homes or in preschool classrooms. They may be asked to conduct screenings, observation, evaluations, and parent interviews, develop IFSP plans in conjunction with parents and other team members, and consult with parents, staff, and community agencies.
ECS has been designated a 5-star program through Spark, Oregon’s quality rating and improvement system. Our transdisciplinary team of 25 dedicated teachers, assistants, family consultants, therapists, evaluators, office professionals, and AmeriCorps members are focused on authentic and supportive relationships, professional growth through coaching and mentoring, and maintaining a “family feel” to our work place.
Bilingual/bicultural applicants encouraged to apply. We welcome diversity in our work environment.
Southern Oregon ESD is located in the Rogue Valley, the cultural and economic heart of southern Oregon, home to legendary snow-skiing, white-water rafting, kayaking, hiking, fishing, as well as numerous cultural venues and events such as art galleries, the Britt Music Festivals, the Ashland Independent Film Festival, and the renowned Oregon Shakespeare Festival. For more information on living in Medford, please go to: https://www.travelmedford.org/
The Early Intervention Specialist I serves children with developmental delays, provides direct and consultative services to children in their homes, in community settings, or in classrooms operated by Early Intervention Services.
LEVEL OF RESPONSIBILITY/SUPERVISION:
The Early Intervention Specialist works with teaching assistants, preschool teachers, therapists, and other specialists to ensure the coordinated and effective delivery of services to infants/toddlers/preschoolers with developmental delays. Through this team of people the Specialist is responsible for developing and overseeing the implementation of an Individual Family Service Plan (IFSP) for each child enrolled in the program. Time is also spent in direct service with children, both individually and in groups, teaching tasks aimed at increasing functional abilities and supporting social/emotional development. A majority of time is spent in consultation with parents, teachers, assistants, and related services providers. The Specialist works largely independently, travels frequently, and may serve several different sites, either those operated directly by Early Intervention Services, or community preschools and Head Start programs.
(Positions may consist of some or all of the following duties.)
1. Conduct assessments of child's developmental level in the areas of motor, cognitive, communication, social/emotional, and self-help skills, using a transdisciplinary model.
2. Develop measurable, functional IFSP objectives and individual programs for remediating delays and instruct teaching assistants, volunteers, parents, and community pre-school staff in their implementation.
3. Plan and implement individual and group activities aimed at stimulating development in above mentioned areas.
4. Record child's progress and make necessary adjustments in intervention strategies to assure continued progress.
5. Consult with the staff at assigned sites, providing information on the child's disabilities, assessments, IFSP, behavior management, and curricular adaptations. Locate specialized equipment and other resources as necessary.
6. Coordinate services for each child with physical, occupational, and speech therapists, vision and hearing specialists, health care professionals, and others as needed.
7. Facilitate the child's transition from Toddler Group or Family Consultation into Early Childhood Special Education (ECSE), and from ECSE into school.
8. Provide support to each family in understanding and coping with its child’s special needs, and coaching to assist family members in supporting their child’s development.
9. Assist parents in understanding and working with the service delivery system.
10. Communicate regularly with parents/foster providers regarding child's progress and family needs.
11. Provide ongoing direction to teaching assistants, aides, volunteers, and practicum students.
12. Attend Early Intervention staff meetings weekly, to communicate regarding child, family, staff, and team needs, and participate in team planning and problem resolution.
13. Coordinate transportation with school districts.
14. Coordinate and facilitate eligibility meetings (except initial), IFSPs, transition, and placement meetings. Invite required participants, lead meetings, ensure follow-up on assigned activities.
15. Prepare written reports, progress updates, and other documentation, in a timely and accurate manner, as required by departmental policy and State law.
16. Provide in-service training on topics of special interest to aides, subs, and practicum students, as directed by the EI Supervisor.
17. Maintain a clean, safe, attractive and stimulating environment for preschoolers.
18. Comply with EI/ECSE and ESD rules and policies.
19. Perform physical requirements unaided or with the assistance of reasonable accommodation.
20. Perform other duties as assigned.
1. Bachelor's degree in Special Education, Psychology or a related field.
2. A minimum of one year experience working with children with developmental delays, experience with infants/toddlers/preschoolers with developmental delays, and/or experience in integrated settings preferred.
3. Must meet professional competencies required by the Department of Education and hold TSPC licensure or ODE authorization.
4. Possess general knowledge of developmental disabilities assessments, program development and implementation, and behavior management techniques.
5. Ability to work independently.
6. Ability to communicate effectively, in writing and verbally, and to establish effective working relationships with children and their families, as well as with staff, health care professionals, and community agencies.
7. Ability to prepare clear, concise reports and other documents required by policy or regulation.
8. Willingness to travel and to be based at various sites.
9. Must obtain First Aid certification within sixty (60) days of employment.
10. Pass a background check and maintain enrollment in the Child Care Division Criminal History registry.
The equivalent combination of experience, training, certification, education or degree that provides the required knowledge, skills and abilities may be used as an alternative to prerequisites
SOESD Benefits: (For .50 FTE and Over)
Southern Oregon ESD contributes payments for health, dental and vision insurance premiums for qualified employees. Employer-paid PERS, 9 paid holidays, a generous sick, vacation and discretionary (personal) leave packet is also provided to qualified employees.
Includes medical, dental, vision & prescription insurance
Monthly premium deducted pre-tax
Southern Oregon ESD contributes up to $1960.00 per month (family coverage)
Health Savings Accounts for high deductible plans
Flexible Spending Accounts – medical, day-care expenses Optional Coverage for Additional Life, AD&D, Short Term Disability Insurance through Aflac or American Fidelity403(b) through Carruth Compliance Consulting
Mercy Flights Membership
PERS - Public Employee Retirement System
Southern Oregon ESD pays the 6% employee contribution on behalf of each employee
LENGTH OF POSITION: 1.0 FTE / 190 days School Year
SALARY RANGE: Per 2021-2022 Licensed Collective Bargaining Agreement $46,144.00 - $58,116.00 annual range
IMMEDIATE SUPERVISOR: Program Administrator
The following physical requirements are essential functions of the Early Intervention Specialist I:
1. Stand/Walk:............................. [ ] None [X] 1 4 Hrs/Day [ ] 4 6 Hrs/Day [ ] 6 8 Hrs/Day
2. Sit/Sit on the Floor:.................. [ ] None [ ] 1 4 Hrs/Day [X] 4 6 Hrs/Day [ ] 6 8 Hrs/Day
3. Drive:....................................... [ ] None [X] 1 4 Hrs/Day [ ] 4 6 Hrs/Day [ ] 6 8 Hrs/Day
4. Bending:...................................[X] Frequently [ ] Occasionally [ ] Limited [ ] Not At All
5. Squat:.......................................[X] Frequently [ ] Occasionally [ ] Limited [ ] Not At All
6. Climb Stairs:.............................[X] Frequently [ ] Occasionally [ ] Limited [ ] Not At All
7. Single Grasping: ......................[X] Frequently [ ] Occasionally [ ] Limited [ ] Not At All
8. Pushing:....................................[ ] Frequently [X] Occasionally [ ] Limited [ ] Not At All
9. Pulling: .....................................[ ] Frequently [X] Occasionally [ ] Limited [ ] Not At All
10. Fine Manipulation:..................[X] Frequently [ ] Occasionally [ ] Limited [ ] Not At All
11. Repetitive Foot Controls….….[ ] Frequently [ ] Occasionally [ ] Limited [X] Not At All
12. Lifting (less than 25 lbs): ........[X] Frequently [ ] Occasionally [ ] Limited [ ] Not At All
13. Lifting (25 50 lbs): ..................[ ] Frequently [X] Occasionally [ ] Limited [ ] Not At All
14. Lifting (50 75 lbs): ..................[ ] Frequently [ ] Occasionally [X] Limited [ ] Not At All
15. Lifting (75 100 lbs): ................[ ] Frequently [ ] Occasionally [ ] Limited [X] Not At All