Prevention Specialist - NEMS
Waterbury Public Schools, Waterbury, CT, United States
Position Title:
Prevention Specialist
Department:
Various
Classification:
Prevention Specialist*
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. $18.14 - $23.94/hour. This is a full time, union, grant funded position that exists as long as grant funds are available.
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 personnel and, when needed, community‑based resources.
Minimum Knowledge, Skills and Abilities
Education and Experience:
Four (4) years working with behavioral resources and intervention of adolescents in a high school environment.
Substitutions:
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.
Credentials:
Incumbents may be required to possess a current Connecticut Motor Vehicle Class D Operator's License.
Continuing Education Requirements:
Incumbents are expected to be trained in and be current in trained curriculum of the program.
Knowledge, Skills and Abilities:
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 PBIS and SRBI; Support safe, healthy, and effective learning environment; Respectful communication regarding all children and families; Collect and record performance data respecting confidentiality; Collect objective data; Employ positive behavior strategies; Establish rapport with students, families, and community partners; Follow oral and written direction; Promote student independence; Participate as a member of the educational team; Reinforce the development of student social skills; Use ethical practices for confidential communication; Work with individuals from diverse backgrounds.
Position Supervises
None
Essential Functions
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 and team-defined meetings; provides truancy related data and options;
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 safety equipment has been ordered and installed, and 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 regarding 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;
This subsumes the Truancy Prevention Specialist and Attendance‑Truancy Coordinator job titles.
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 may be exposed to some risk of injury from assaultive or abusive students. A physical examination may be required.
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.
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Prevention Specialist
Department:
Various
Classification:
Prevention Specialist*
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. $18.14 - $23.94/hour. This is a full time, union, grant funded position that exists as long as grant funds are available.
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 personnel and, when needed, community‑based resources.
Minimum Knowledge, Skills and Abilities
Education and Experience:
Four (4) years working with behavioral resources and intervention of adolescents in a high school environment.
Substitutions:
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.
Credentials:
Incumbents may be required to possess a current Connecticut Motor Vehicle Class D Operator's License.
Continuing Education Requirements:
Incumbents are expected to be trained in and be current in trained curriculum of the program.
Knowledge, Skills and Abilities:
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 PBIS and SRBI; Support safe, healthy, and effective learning environment; Respectful communication regarding all children and families; Collect and record performance data respecting confidentiality; Collect objective data; Employ positive behavior strategies; Establish rapport with students, families, and community partners; Follow oral and written direction; Promote student independence; Participate as a member of the educational team; Reinforce the development of student social skills; Use ethical practices for confidential communication; Work with individuals from diverse backgrounds.
Position Supervises
None
Essential Functions
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 and team-defined meetings; provides truancy related data and options;
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 safety equipment has been ordered and installed, and 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 regarding 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;
This subsumes the Truancy Prevention Specialist and Attendance‑Truancy Coordinator job titles.
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 may be exposed to some risk of injury from assaultive or abusive students. A physical examination may be required.
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.
#J-18808-Ljbffr