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Openings as of 2/17/2018
LINK Program Specialist
Cedar Rapids Community School District
: The LINK Program Specialist is responsible for effectively following research protocols and project requirements to provide behavioral, academic and administrative support to building teams, as well as direct interventions with students to increase student engagement with learning, resulting in improved student achievement. The LINK specialist will be assigned to specific buildings to serve as a liaison between the school and the Educational Leadership and Support Center (ELSC). Daily responsibilities will include providing support to building teams in the identification, recruitment and tracking of LINK participants in accordance with stated protocols, monitoring student data, implementing plans of support when needed, connecting youth and families to social service providers, facilitating collaborative planning, and ensuring that coordinated services are provided which match assessed needs.
ORGANIZATIONAL AND REPORTING RELATIONSHIPS:
The LINK Program Specialist will report directly to the Health and Wellness Supervisor with support from the Building Principal and will have a working relationship with building staff, ELSC staff, and community agencies.
EDUCATION AND EXPERIENCE:
Bachelor's degree in a social services, education or health related field. Master’s degree preferred.
Background in service provision in a school setting.
Experience in research and ability to work collaboratively with representatives of social service agencies, schools, and advisory committees.
Minimum two years of successful work experience in social service programs providing services to youth and families or related research.
Valid Iowa Driver’s License with satisfactory driving record.
ESSENTIAL JOB FUNCTIONS:
The essential functions as shown below represent only the key areas of responsibility; specific position requirements will vary depending on need. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions.
on-going program development, implementation, evaluation and continuous improvement of school-based services for mental health and emotional well-being.
program operations at assigned building sites and assisting with delivery of services throughout the district.
with community entities to provide access to resources, including school-based services.
for implementation, evaluation and reporting in compliance with grant requirements for area of responsibility.
research activities based upon protocols developed by other research staff or principal investigator of the research project. Read and review articles as directed.
and plan daily activities to prepare for research protocols. Set up and operate research materials or equipment. Perform procedures assuring fidelity to protocols. Read and understand protocols.
consent and enroll
students to participate in LINK intervention.
to safety and compliance guidelines.
analyze and summarize data, prepare reports and contribute to manuscripts and publications. Maintain records of methods used
LINK Program efforts with other behavioral strategies consistent with the multi-tiered support system (MTSS) model.
in planning and delivery of social/emotional/behavioral school-wide programming as directed.
leadership for LINK team meetings, trainings and debriefs as directed. Provide feedback, coaching and counseling of LINK building team members and staff as appropriate.
and implement programming associated with supporting students in crisis in collaboration with building staff.
student capacity to solve their own problems.
assigned school staff with strategies to support and meet students’ needs in the areas of behavior, attendance, and achievement of academic goals based on LINK protocols.
active communication and build positive relationships with parents, students, staff, and community members.
as liaison between students and community;
school-home contacts as necessary.
as an active member of the school staff; regularly
support team meetings and other similar meetings within the building for the purpose of communication and service coordination.
one-to-one intensive emotional supports to students as directed. Maintain a caseload consistent with program requirements.
accurate records and
with other duties as assigned.
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the team member for this job. Duties, responsibilities and activities may change at any time with or without notice.
KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:
Ability to advocate for students in accessing needed resources.
Ability to establish and maintain effective working relationships with students, staff and the school community.
Ability to speak clearly and concisely both in oral and written communication.
Commitment to help program youth and their families identify their strengths.
Ability to tolerate ambiguity.
Orientation to continuous problem solving and positive life outlook.
Ability to recognize sensitive issues and maintain strict confidentiality
Commitment to assist families and youth to identify, confront, and reduce the conditions which place them at risk of dropping out of school.
Patience and understanding in communicating with persons to be served
Ability to network, problem solve and multi-task.
Knowledge of community resources.
Willingness to assume responsibility and take leadership when necessary.
Capable of representing the school in a professional manner, which includes but is not limited to confidentiality, communication skills, and dress.
Ability to perform duties with awareness of all district requirements and Board of Education policies.
Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations.
Ability to effectively write reports and communications to students, colleagues, parents and staff.
Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.
Ability to solve problems effectively.
Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
Ability to successfully use, maintain and access technology.
ENVIRONMENTAL AND PHYSICAL ACTIVITY REQUIREMENTS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions
While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.
The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond the school day specific to the building they support. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, etc. The employee will usually work in indoor temperatures.
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Postings current as of 2/17/2018 1:17:18 PM CST.
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