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The Intervention Specialist will work collaboratively with classroom teachers, school leadership, and the RTI implementation team to maintain the academic, social, and emotional needs of each student.
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Familiarity with socio-emotional learning competencies, trauma informed education practices, multi-tiered systems of supports (MTSS), and restorative practices a plus. The BCBA will partner closely with school psychologists, wellness counselors, special education case managers, school leaders, and program specialists to conduct Functional Behavior Assessments, co-create Behavior Intervention Plans with IEP team members, and support with ongoing implementation and coaching of the plans to ensure fidelity.
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Experience in the provision and/or operation of special education and student intervention programs, English learners, school health and supporting the social emotional/mental health/behavioral needs of students as well as in leading crisis response teams.
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Provide consultation, program development, and program evaluation in areas of academic achievement, mental health/ wellness, social-emotional development with focus on prevention and early intervention.
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Provides individual and group intervention for infants and toddlers from birth to three years old who have developmental delays or who are at risk for delays in the areas of cognitive, adaptive behavior, social-emotional, self-care, fine motor, gross motor, and communication development.
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Provides consultation to LEA administration, MTSS team, other relevant education staff on mental health concepts, screening, prevention and intervention approaches for student social, emotional, mental health and wellness, protocol and referral pathways development, and effective strategies to engage students and families.
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Under the general direction of the student services coordinator and/or school administration, the Intervention Coordinator will provide and coordinate targeted interventions and supports for social emotional, behavioral and attendance needs in support of student learning at grade level and beyond within a Multi-tiered System of Support (MTSS) through trauma informed and culturally affirming lens and rooted in the principles of restorative practice.
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Our teachers also implement Social Emotional Learning lessons and Restorative Practices to create a joyful, inclusive classroom community. Lead Guided Reading Intervention Groups and serve as a model for strong guided reading instruction.
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The Special Education Teacher for the Bridge Program provides specialized instruction and therapeutic intervention for middle school students with social emotional learning needs. Desire to provide direct instruction in social, organizational, and life skills to adolescents with social emotional learning needs.
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Summary: The School Counselor serves as a member of the school’s Social Emotional Learning team within the Response To Intervention (RTI) framework. Analyze student data to Identify and support school-wide needs related to social-emotional learning.
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Provide crisis intervention counseling and/or education with adults, children, and families experiencing emotional disturbances, mental health concerns that may impact school safety, or problems related to substance abuse.
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ESSENTIAL RESPONSIBILITIES: Assist with the development and implementation of the School Social Work Comprehensive Plan across the RCSD. Develop, participate in, and facilitate ongoing training, mentorship, and support around topics related to academic, mental health, and social-emotional learning, therapeutic intervention, and community collaboration.
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As an Early Intervention Early Childhood Educator or Developmental Specialist , Thom Charles River Early Intervention, Waltham, MA, US. A Bachelor’s Degree with a major or concentration in infants and toddlers (includes Early Intervention and Early Childhood Education), child development, child studies, education or special education, and at least 300 hours of practicum or work experience with young children.
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The Behavior Specialist serves as a member of the Social-Emotional Learning (SEL) team at the Indianapolis Metropolitan High School and will be a member of a school community with an educational model that complements the acclaimed barrier removal work Goodwill of Central and Southern Indiana does at The Excel Centers, Nurse-Family Partnership, and other award-winning programs.
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The Crisis Counselor utilizes knowledge of human behavior, social, emotional, and community systems to guide service delivery. Provide intervention in cases involving child abuse/neglect, domestic violence and sexual assault.
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