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
Special Programs Specialists refer children with suspected disabilities to ECI agencies or LEAs; develop, implement, and monitor individualized action plans with the help of administrative, instructional, and non-instructional staff. The SPS will reduce re-traumatization, foster resilience, and enhance positive academic and non-academic outcomes, in addition to providing training and coaching to Head Start teachers, staff, leadership, mental health consultants, and families. The SPS will monitor the annual review dates of IFSPs and IEPs for children with maladaptive behaviors in the classroom.
Upbring staff members are servant-leaders on the pursuit of breaking the cycle of child abuse and empowering others to do the same through example while embodying our core values: We are Warriors We are Servants We are Family.
*This position is year-round.
Responsibilities
We Are Warriors | We Set the Standards for Child Education
Work Standards
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
Communication
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
Teamwork
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
Building Relationships
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
Minimum 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
Knowledge, Skills, & Abilities
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
Preferred Qualifications
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
Perks at Upbring
Competitive PTO & paid holidays
Health, dental, vision insurance & more!
403(b) Plan
Employee Assistance Program
Discounted Gym Memberships
Diversity. Equity. Inclusion. Belonging
We are a diverse and inclusive Organization that recognizes our strength is in the efforts of our selfless warriors. Honoring and recognizing the value and dignity of all individuals is the cornerstone of our agency. The more diverse the individuals, thought processes and lived experiences, the greater the opportunity is to combine unique perspectives to make a greater impact. 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.
