- An Associate's Degree in education, a behavioral science, human services area, psychology, or closely related field may be substituted for two (2) years of the General Experience.
- College training in education, a behavioral science, human services area, psychology or closely related field may be substituted for the General Experience on the basis of fifteen (15) semester hours equaling one half (1/2) year of experience to a maximum of four (4) years for a Bachelor's degree.
- Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning;
- Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
- Knowledge of relevant laws, rules, regulations, and Board policies and District procedures;
- Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs;
- Knowledge of truancy intervention strategies;
- Time management skills;
- Oral and written communication skills;
- Interpersonal and social skills;
- Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
- Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
- Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
- Ability to collect and record performance data on students while respecting student confidentiality and the laws regarding ethical practices of assessment;
- Ability to collect objective data and accurate information on student behavior;
- Ability to effectively employ a variety of strategies that reinforce positive behavior;
- Ability to establish and maintain rapport with students, families, and community partners;
- Ability to follow oral and written direction;
- Ability to employ strategies that promote the student's independence;
- Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
- Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
- Ability to use ethical practices for confidential communication about students;
- Ability to work with individuals from diverse backgrounds.
- Assists in observing, recording, and charting academic and social emotional progress;
- Assists in the referral of students to outside agencies such as the Welfare Department, Child Placement Bureau, Juvenile Court and Family Intervention Center etc., as appropriate;
- Attends all regularly scheduled meetings as directed;
- Attends meetings to provide truancy related data and/or available options through the intervention program to the team members for their consideration;
- Carries out truancy related initiatives identified by building based teams;
- Conducts home visits as needed and directed;
- Conducts initial data collection for truancy interventions including but not limited to reviewing student's files, interviewing student, checking family history, collaborating with staff on previous interventions and the outcomes of such interventions;
- Conducts staff and student training in Conflict Resolution, Peer Mediation and Violence Prevention;
- Consults and collaborates with other support providers to establish and plan goals for modifying student's behavior;
- Ensures that safety equipment has been ordered and installed, and that arrangements have been made for safety equipment repair, and that staff is trained in the proper use and maintenance of safety equipment;
- Establishes and tracks plans with each student supported by intervention services for increased attendance;
- Maintains all necessary documentation and data related to students receiving intervention services;
- Maintains communication with parents and appropriate school personnel relative to student's attendance and related issues;
- Maintains sufficient case records for use by staff and outside agencies when appropriate;
- Monitors student attendance, adherence to plan and progress toward meeting goal(s);
- Participates in professional activities and meetings;
- Prepares and submits reports relative to assignment as requested by building administrators;
- Refers to and collaborates with appropriate social services as needed;
- Responsible for collecting, analyzing and reporting out on student data;
- Serves as a key member of the Chronic Absenteeism and Student Assistance Team;
- Works with at-risk students to address personal, social and emotional adjustments related to their educational progress;
- Works with social service agencies and other resources to provide support and assistance to the student and if necessary family;
- Performs other related work as required.
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Prevention Specialist - Waterbury, United States - Waterbury Public Schools
Description
Position Type:Student Support Services/Prevention Specialist
Date Posted:
2/8/2024
Location:
Enlightenment and Excel Program
Date Available:
Immediately After Hire
Closing Date:
Until Position is FilledWaterbury Public Schools
JOB CLASSIFICATION TITLE:
Prevention Specialist*
DEPARTMENT:
Various
INCUMBENT NAME:
Grant Funded
BARGAINING UNIT CLASSIFICATION:
Non-Union
REPORTS TO:
Receives general direction from a Principal or other administrative official of a higher grade.
FLSA DESIGNATION:
Non-Exempt. 10 months; 35 hours per week.
$ $23.94/hour. Note: This is a full time, non-union, grant funded position that exists as long as grant funds are available.
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for initiating, conducting and monitoring truancy interventions and services to increase student attendance by supporting and working with chronically absent and at-risk students, their families, appropriate school personal and when needed community based resources.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE:
General Experience:
Four (4) years working with behavioral resources and intervention of adolescents in a high school environment.
Substitutions Allowed:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Incumbents in this class may be required to possess a current Connecticut Motor Vehicle Class D Operator's License.
D. CONTINUING EDUCATION REQUIREMENTS:
Incumbents in this class are expected to be trained in and be current in trained curriculum of the program.
E. KNOWLEDGE, SKILLS AND ABILITIES:
None
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
PART V - Working Conditions, Physical and Mental Requirements
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. Incumbents in this class may be exposed to some risk of injury from assaultive or abusive students. A physical examination may be required.
Frequency: Place an "X" in each box that is appropriate to your job.
NEVER (N)
OCCASIONALLY (O)
FREQUENTLY (F)
CONSTANTLY (C)
0 % of Shift
1-33% of Shift
34-66% of Shift
67-100% of Shift
Working Conditions
N
O
F
C
Working Conditions
N
O
F
C
Physical Demands
Depth Perception
X
Standing
X
Color Distinction
X
Walking
X
Peripheral Vision
X
Sitting
X
Driving
X
Lifting
X
Physical Strength:
Carrying
X
Little Physical Effort (-10 lbs.)
X
Pushing
X
Light Work (-20 lbs.)
X
Pulling
X
Medium Work lbs.)
X
Climbing
X
Heavy Work lbs.)
X
Balancing
X
Very Heavy Work (100+ lbs.)
X
Stooping
X
Environmental Conditions
Kneeling
X
Cold (50 degrees F or less)
X
Crouching
X
Heat (90 degrees F or more)
X
Crawling
X
Temperature Changes
X
Reaching
X
Wetness
X
Handling
X
Humidity
X
Grasping
X
Extreme Noise or Vibration
X
Twisting
X
Exposure to Chemicals
X
Feeling
X
Exposure to Gases and Fumes
X
Talking
X
Exposure to Unpleasant Odors
X
Hearing
X
Exposure to bodily fluids
X
Repetitive Motion
X
Exposure to dampness
X
Hand/Eye/Foot Coordination
X
Confinement to Small or Restricting Area
X
Visual Acuity/Near
X
Mechanical Hazards
X
Visual Acuity/Far
X
Physical danger or abuse
X
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an equal opportunity employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
