- Position Type:
Non-Certified Support/Early Childhood Prevention Initiative Specialist
- Date Posted:
Administration - Early Childhood
- ROCKFORD PUBLIC SCHOOL DISTRICT #205
Job Title: Prevention Initiative Specialist
Job Code: 2345
Department: Early Childhood
Supervisor: Early Childhood Administrator
FLSA Status: Exempt
PURPOSE OF THE POSITION: To provide early, intensive, and comprehensive evidence based child development and family support services to help families prepare their young children for later school success.
SUPERVISORY RESPONSIBILITIES: None
DUTIES AND RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. In addition to the requirements listed below, regular attendance is an essential function of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
- Ensures that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives and parameters found in the Board’s strategic plan.
- Carries out such additional duties as required or as conditions necessitate.
- Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job.
- Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment.
- Recruit, screen, and identify eligible children and families for the Early Childhood Program. During the child find process, refers children suspected of having a delay to Child and Family Connections for further evaluation.
- Completes all required enrollment activities and paperwork for identified families/children.
- Family Case Management for all families on caseload. Family Case Management includes but is not limited to:
- Completion of essential requirements for Home Visiting Model Curriculum
- Screenings, family needs assessments, connection to community resources, and minimum visit frequency for each family
- Ongoing developmental monitoring that includes: functional vision/hearing screening, immunizations and well child visit updates, and authentic assessment per Home Visiting Model and ISBE requirements.
- Development and ongoing monitoring of Individual Family Service Plans (IFSP) for each child enrolled in the program based on family input, family needs assessments, and developmental monitoring.
- Maintain timely and accurate case management notes (including but not limited to screening results, child/family assessments, health information, initial referrals/follow-up, other data as required by Home Visiting Model and funder) by entering data per program requirements.
- Develops lesson plans with parents aligned to the Illinois Early Learning Guidelines, and Home Visiting Model that support family well-being, development-centered parenting, parent-child interaction, and early literacy.
- Develops parent and parent/child group lesson plans related to the identified 8 designated instructional areas (child growth and development, child birth and child care, child safety and injury prevention, family structure, prenatal and postnatal care, prevention of child abuse, interpersonal and family relationships, and parenting skill development)
- Implements the research based Home Visiting Model Curriculum.
- Provides families with information on community services they may be eligible for. Makes referrals, provides follow up, and collaborates with community agencies as needed.
- Monitors compliance with the Home Visiting Model and funder compliance by running and reviewing data reports on case management activities.
- Maintains student file as required by funder and Home Visiting Model.
- Maintains active caseload at capacity based on Home Visiting Model guidelines and funder requirements.
- Timely completion of all required funder and Home Visiting Model reports.
- Participates in monthly reflective supervision.
Bachelor’s Degree required.
A valid driver’s license and vehicle to complete home visits is required.
Bachelor’s degree in early childhood, child development, psychology, social work or related filed preferred.
Additional training in child/family screenings, parenting curriculums, and community knowledge preferred.
KNOWLEDGE, SKILLS AND ABILITIES:
1. Family Support and Parenting Education: Home Visitors practice a strength-based family support and parenting education approach to support the growth of parents’ capacities through research-based methods and principles.
2. Child and Family Development: Home Visitors are knowledgeable about child and parent development and are skilled in fostering positive parent child interactions.
3. Human Diversity within Family Systems: Home Visitors demonstrate respect for diverse needs and characteristics of families and understand the influence of varied family systems, culture, and socioeconomic status on child-rearing practices and school readiness.
4. Health, Safety, and Nutrition: Home Visitors assist parents in establishing healthy and safe environments and parenting practices that promote the optimal development of children.
5. Relationships between Families and Communities: Home Visitors strengthen families by building partnerships, connecting parents to supports, and fostering parent engagement and leadership in schools and other community organizations.
Position requires daily travel throughout the district. Service delivery is primarily in student/family homes. In addition to in-district travel, some intermittent in-state travel is possible. Intermittent prolonged and irregular hours of work are possible.
Applicant is expected to perform at the highest level of performance, representing the District and Early Childhood Department in a courteous, efficient manner.
This job description describes duties and responsibilities which are representative of the nature and level of work assigned to the position. The identified duties and responsibilities are intended only as illustrations of the various types of work that may be performed. The omission of specific duties does not exclude them from the position.
The job description does not constitute an employment agreement between the school district and employee and is subject to change by the school district as the needs of the school district and requirements of the job change.