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• Build rapport and relationships with families and other early intervention team members.
• Evaluate children aged 0-3 with developmental delays, conduct comprehensive assessments, and gather relevant information to determine eligibility for IDEA Part C early intervention services.
• Prepare detailed evaluation reports that include assessment findings, developmental milestones, strengths, and areas of concern to support the development of Individual Family Service Plans (IFSP).
• Collaborate with families and Early Intervention Specialists (EIS) to develop Individual Family Service Plans (IFSPs) based on identified priorities and child development needs, providing guidance and expertise in setting intervention goals.
• Provide guidance and expertise to Early Intervention Specialists in implementing outcome plans by conducting regular meetings and coaching sessions to support effective intervention strategies.
• Monitor and adjust teaching strategies to ensure the implementation of effective and evidence-based intervention methods as outlined in the IFSPs.
• Facilitate regular joint home visits with Early Intervention Specialists to provide ongoing support, coaching, and guidance in delivering early intervention services to families in natural environments.
• Facilitate weekly team meetings, ensuring up-to-date agendas and comprehensive coverage of all items, while fostering coaching, reflection, and a team approach among team members during the meetings.
• Provide direct early intervention services to families, ensuring personalized support and family-centered intervention.
• Provide professional development and training to Early Intervention Specialists on assessment techniques, outcome planning, and evidence-based intervention strategies.
• Monitor and adjust teaching strategies to meet the child and family’s changing needs.
• Plan, conduct, and participate in formal and informal meetings, programs, and activities for parents, local school district personnel, and other community agencies.

• Compile and maintain up-to-date files and data related to evaluations, outcome plans, and intervention progress for children and families.
• Prepare written materials such as procedures, guidelines, and training materials to support the delivery of high-quality early intervention services.
• Collaborate with parents, local school district personnel, and community agencies to enhance service coordination and promote seamless support for children and families.
• Provide direct assistance to school districts (e.g. procedures, Part C services and regulations, transition, child find, models for intervention, screening, and assessments) for the purpose of delivering services which conform to established guidelines.
• Assist other personnel when needed to ensure an efficient and effective team.
• Utilize technology effectively, including proficiency in Google Drive, Outlook, Google Docs, Adobe, PowerPoint, and other relevant tools to enhance communication, documentation, and collaboration.
• Demonstrate a willingness to learn and adapt, including the ability to utilize the ESIT DMS (Data Management System) for efficient data management and reporting purposes.
• Strive to be a part of a healthy work culture.
• Adhere to all Board policies and procedures, maintaining confidentiality and compliance with HIPAA and FERPA regulations.

• Meet one of the following pathway qualifications as required by DCYF for Developmental Specialists: 
  • Pathway #1: 
    • Bachelor's degree in Early Childhood Special Education or Inclusive Early Childhood Education; or
    • Bachelor's degree and completion of an accredited program for Education of Children/Students who are Blind or have Low Vision (BLV), Deaf or Hard of Hearing (DHH), or DeafBlind (DB).
  • Pathway #2: 
    • Bachelor's degree in Child Development, Child and Family Studies, Early Childhood Education, Elementary Education, Human Development, Special Education; and 
    • Completed courses in Child Development, Family Systems/Family Centered Practices*, Assessment & Evaluation, and Interventions/Curriculum Development*; or 
    • Degree can be waived, with completed course work as outlined above and at least 4 years experience working directly with children with disabilities, and their families as a substitute for Family Systems/Family Centered Practices or Interventions/Curriculum Development. 
  • * Review DCYF position requirements for additional details
• Completion of ESIT's in-service training framework or the ability to complete it within the first year of hire.
• Reliable personal transportation with appropriate automobile insurance and willingness to travel.
• Bilingual, fluent in English and Spanish.

POSITION BENEFITS:

• Access to full benefits (Medical, Dental, and Vision Insurance. Retirement Account. Medical Reimbursement Account, Life and Long-Term Disability Insurance etc.)
  • SEBB Insurance Benefits 
• Access to the agency's wellness program
• Flexible schedule and ability to work from home
• Paid sick leave 
• Paid personal leave (start at 16 hours per year)

• Paid once a month on the last working day of the month.
• Receives an average monthly gross paycheck based on the number of days and hours assigned to the work calendar (Sept 01-Aug 31) and placement on the salary schedule.
• A full work calendar for this position is 180 days and 8 hours per day. Below is an example of a gross monthly paycheck for a full work year:
  • $4,369.75 (step 1/year 1) - $4,918.20 (step 5/year 5)
  • This amount may increase or decrease slightly based on hiring date and months remaining in the work calendar (Sept 01-Aug 31).

• Proactive self-starter. A strong sense of taking initiative moving forward without waiting to be told what to do and how to do it.
• Flexible and can thrive in a fast-paced environment where you may have to wear several hats.
• Possess confidence while being humble: lack excessive ego or concern about status. Willing to share credit, emphasize team over self and define success collectively rather than individually.
• Hungry: always looking for more. More things to do, learn, and take responsibility for. Constantly thinking about the next step an opportunity.
• Smart: have common sense about people. Good judgment and intuition around the subtleties of group dynamics and the impact of your words and actions.