See below for open positions. Please send resumes and cover letters to [email protected]

Job Description for Behavior Intervention Specialist (BIS)

This is a full-time position to provide school, home, and community-based services to students of RPS 205 and their families.

Education:    Minimum of a Bachelor’s Degree in education or a human services field.

Experience:   Minimum of 3-5 years experience working with children and adolescents.

Experience with school and/or community systems is necessary.  Familiarity

with behavior issues, school interventions, juvenile justice, wraparound, and local

resources is beneficial.

 Skills:

  1. Outstanding skills in writing, speaking, and listening.
  2. Experience with diversity of cultures and ethnicities.
  3. Creative, innovative approach to problem solving.
  4. Passionate about children and the importance of their education.

Reports to:    School Principal

Duties and Responsibilities:

  1. Establish good rapport with students and families.
  2. Report to and receive from school personnel (social workers, principals) attendance and school success data.
  3. Interpret to parents their responsibility concerning child behavior and school attendance.
  4. Establish and maintain contact with community providers who work with students.
  5. Participate in conferences regarding student concerns.
  6. Make referrals to mental health, substance abuse, and medical providers for appropriate services.
  7. Be aware of social problems within the community and be able to work with families to alleviate the problems that impact school behavior.
  8. Be available to administrative staff as a resource on specific family and student problems.
  9. Function on an ethical and professional manner at all times, so that confident, respectful, and professional relationships can be maintained with students and families.
  10. In order to perform these duties, it will be necessary to transport students, parents, and family members.
  11. Services will be provided 12 months per year and at the times of day convenient to the families.

POSITION TITLE:               Early Intervention Service Coordinator

CLASSIFICATION:             Professional (Exempt)

GENERAL DESCRIPTION: To serve families and children from birth to three years of age who are developmentally delayed and who need services to promote development and maintain the child in their natural environments.  The Early Intervention Service Coordinator shall provide information and referral, family and child needs assessments, arrange for eligibility determine, develop Individualized Family Service Plans and linkage to community services.  The Early Intervention Service Coordinator reports to the CFC Program Supervisor.

RESPONSIBILITIES:

  • Receives referrals for children and families to access Early Intervention Services.
  • Establish and maintain the comprehensive Early Intervention record housed at the CFC office.
  • Conduct and complete an intake for each child referred in adherence to all state and federal regulations.
  • Arrange for necessary evaluations and assessments that will determine Early Intervention eligibility and appropriate services.
  • Ensure that eligibility determination is completed according to all state and federal regulations.
  • Complete Family Fee Assessments.
  • Collect required insurance information and determine insurance providers the family will be required to use unless otherwise waived.
  • Facilitate the initial Individualized Family Service Plan (IFSP) meeting and complete an initial IFSP.
  • Ensure families are referred to appropriate services providers in a timely manner.
  • Complete 6-month IFSP reviews, annual eligibility redeterminations, and annual IFSPs in accordance with state and federal regulations.
  • Perform data management functions related to the collection of appropriate data, decimation and service authorizations as required by state and federal guidelines.
  • Ensure family choice in service plan implementation.
  • Meet established state performance benchmarks as defined by the department of Human Services.
  • Meet established benchmarks set by Access Service of Northern Illinois.
  • To ensure quality service delivery as outlined in Access Services of Northern Illinois’ Quality Assurance Plan.
  • Perform/complete other state established criteria as assigned.
  • Other duties as assigned.

QUALIFICATIONS:

A Bachelor’s degree or higher in human services, behavioral science, social science or health related field or a current license as a Registered Nurse.  Must be able to obtain an EI Service Coordinator professional credential and maintain that credential.  Should possess a working knowledge of the Early Intervention System.

ESSENTIAL FUNCTIONS:

  1. Possess a valid driver’s license and proof of automobile insurance. Must be able to drive moderate distances.
  2. Develop written service plans and have the mental ability to assess the situation and to analyze and determine additional service needs.
  3. Records information and activities as required by agency procedures, and state and federal agencies, such as but not limited to record notes, forms, handwriting and computer.
  4. Uses professional interviewing techniques and is able to communicate effectively with families, state and community organizations as appropriate.
  5. Must have a mental ability to analyze a situation and be able to recommend resources and services to families and community organizations as appropriate.
  6. Uses phone to coordinate with community resources, services and follow-up with families, providers and other service related contacts.

POSITION TITLE:               Early Intervention Service Coordinator

CLASSIFICATION:             Professional (Exempt)

GENERAL DESCRIPTION: To serve families and children from birth to three years of age who are developmentally delayed and who need services to promote development and maintain the child in their natural environments.  The Early Intervention Service Coordinator shall provide information and referral, family and child needs assessments, arrange for eligibility determine, develop Individualized Family Service Plans and linkage to community services.  The Early Intervention Service Coordinator reports to the CFC Program Supervisor.

RESPONSIBILITIES:

  • Receives referrals for children and families to access Early Intervention Services.
  • Establish and maintain the comprehensive Early Intervention record housed at the CFC office.
  • Conduct and complete an intake for each child referred in adherence to all state and federal regulations.
  • Arrange for necessary evaluations and assessments that will determine Early Intervention eligibility and appropriate services.
  • Ensure that eligibility determination is completed according to all state and federal regulations.
  • Complete Family Fee Assessments.
  • Collect required insurance information and determine insurance providers the family will be required to use unless otherwise waived.
  • Facilitate the initial Individualized Family Service Plan (IFSP) meeting and complete an initial IFSP.
  • Ensure families are referred to appropriate services providers in a timely manner.
  • Complete 6-month IFSP reviews, annual eligibility redeterminations, and annual IFSPs in accordance with state and federal regulations.
  • Perform data management functions related to the collection of appropriate data, decimation and service authorizations as required by state and federal guidelines.
  • Ensure family choice in service plan implementation.
  • Meet established state performance benchmarks as defined by the department of Human Services.
  • Meet established benchmarks set by Access Service of Northern Illinois.
  • To ensure quality service delivery as outlined in Access Services of Northern Illinois’ Quality Assurance Plan.
  • Perform/complete other state established criteria as assigned.
  • Other duties as assigned.

QUALIFICATIONS:

A Bachelor’s degree or higher in human services, behavioral science, social science or health related field or a current license as a Registered Nurse.  Must be able to obtain an EI Service Coordinator professional credential and maintain that credential.  Should possess a working knowledge of the Early Intervention System. Bi-lingual/Spanish speaking required.

ESSENTIAL FUNCTIONS:

  1. Possess a valid driver’s license and proof of automobile insurance. Must be able to drive moderate distances.
  2. Develop written service plans and have the mental ability to assess the situation and to analyze and determine additional service needs.
  3. Records information and activities as required by agency procedures, and state and federal agencies, such as but not limited to record notes, forms, handwriting and computer.
  4. Uses professional interviewing techniques and is able to communicate effectively with families, state and community organizations as appropriate.
  5. Must have a mental ability to analyze a situation and be able to recommend resources and services to families and community organizations as appropriate.
  6. Uses phone to coordinate with community resources, services and follow-up with families, providers and other service related contacts.

Head Start- Social Emotional Therapist Job Description

This is a full-time position (40 hours/week) for the Head Start Program. The Therapist will be responsible for counseling youth and families, and providing group services.

EDUCATION: Master’s Degree in Social Work or Counseling (MS in Ed)

EXPERIENCE: Minimum of 2-3 years of experience working with youth who have been sexually abused/severely physically abused and/or victims of domestic abuse.

AREAS OF KNOWLEDGE: Trauma and Trauma-Informed practices, human services system dynamics, state regulations and guidelines, school policies and procedures, community resources.

SKILLS: Communication, good organizational and writing skills. Empathy for families and acceptance of diversity.

DUTIES/RESPONSIBILITIES:

Provide on-site trauma therapy to children and families.

Provide assessment and develop treatment plans.

Provide linkage of clients to community services as needed.

Provide group and educational services on issues of trauma and its impact on school performance. Provide training on other relevant topics.

Maintain Medicaid accepted files and provide necessary reports to Head Start administration, DCFS, court, etc.

Job Description for Case Manager

This is a full-time position to provide home and community-based services to individuals and families.

EDUCATION:

Minimum of a Bachelor’s Degree in a human services related field.

EXPERIENCE:

Minimum of one (1) years’ experience working with children/adolescents.  Familiarity with issues of behavior issues, juvenile justice system, trauma based approaches to clients, wraparound training and coordination of resources.

SKILLS:

Communication, good organization and writing skills.

DUTIES/RESPONSIBILITIES:

  1. Receive referrals, assure paperwork is complete.
  2. Provide in-home mentoring, role modeling, and out-of-home activities (i.e. job searching, recreation, etc.).
  3. Provide assessment and linkage of clients to services.
  4. Establish and facilitate groups.
  5. Participate in trainings, conferences, and workshops.

Job Description for Infant and Early Childhood Mental Health Consultant     

General Description:        

The Early Childhood Mental Health Consultant (MHC) will provide ongoing, relationship based mental health consultation, technical assistance, and referral services to Early Care and Education (ECE) providers working with children ages birth to age 5 and their families within the communities served. The MHC will provide/facilitate pertinent training to ECE providers and others within the communities served, and on a statewide basis. The MHC will work proactively within their respective communities to improve and facilitate understanding and collaboration between the ECE field and the Infant and Early Childhood Mental Health field, and to promote community understanding of and support for child and family mental health.

Qualifications:

  • Master’s degree in Early Childhood Education, Child Development, Infant Mental Health, or related field.
  • Knowledge of early childhood development, including an understanding of the concepts and dynamics underlying young children’s social-emotional development (such as attachment and separation), as well as an understanding of family dynamics and the importance of child-caregiver interaction.
  • Experience in the Early Childhood Care and Education field, including an ability to be comfortable practicing in various early childhood settings, and to effectively integrate various appropriate mental health activities and philosophies.
  • Ability to identify key signs, symptoms, impact and manifestations of trauma, disrupted attachment, and adversity in children and adults.
  • Demonstrated knowledge of human development and how people can be affected by trauma, abuse, adversity and stress at various stages.
  • Demonstrates an ability to apply trauma-informed principles through racial equity and social justice lens; and integrates them into daily practice. Communicates effectively and promotes collaborative problem solving by demonstrating care and respect in considering the diverse experiences and perspectives of others.
  • Demonstrated understanding of how behaviors, including those that appear to be “problems” or symptoms often reflect trauma-related coping skills.
  • Willingness to work evening and weekend hours when necessary to meet the needs of the child care providers and families that we serve.
  • Demonstrated competence in serving a culturally diverse population. Demonstrated ability to work collaboratively with a diverse workforce.
  • Demonstrated skill in designing and implementing professional training and development programs.
  • Willingness to examine personal beliefs about and experiences of trauma and childhood adversity and the impact these have on interactions with clients, colleagues, organizations and systems.
  • Demonstrated knowledge of self-care strategies and ways to utilize when needed.
  • Excellent written, verbal, and interpersonal communication skills, including engaging presentation and public speaking skills. Demonstrates a communication style that is open, adaptable, reflective, engaging, honest, and culturally sensitive and eliminates the use of labels that stigmatize.
  • Must travel for job responsibilities, including long distance driving; hold a valid driver’s license that has not been revoked or suspended within the past three years, and use of a personal vehicle with adequate insurance.
  • Ability to collaborate with local Child Care Resource and Referral agencies, and other partners in the DHS CCR&R system.

Responsibilities:

  • Consultation and Referral: Establish and maintain ongoing supportive relationships with childcare providers in communities we serve. A minimum of 200 on site contacts should be made per service year. Provide program level mental health consultation and technical assistance to childcare providers (both licensed and non-licensed) in communities we serve. Provide ongoing support for childcare staff to enhance interactions with the children and parents they serve. Assist ECE providers in designing setting-based intervention strategies to enhance children’s social-emotional development and mitigate behavioral disruptions. Provide mental health consultation regarding particular children with mild social-emotional challenges, including administering of screening and assessment tools as warranted. Provide information to provider regarding community resources that might be helpful to the identified needs of the family and caregiver. Facilitate trauma informed collaborative relationships with providers which demonstrates care, respect, cultural competence and developmental sensitivity. Educate providers about the risk and protective factors associated with trauma/childhood adversity, healthy child development and assisting them with developing tools/strategies to strengthen development.
  • Training: Facilitate delivery of training to the ECE community, either by providing the training directly or arranging for other competent trainers to do so. A minimum of 40 training hours should be provided per service year. Identify those training topics appropriate primarily for local presentation and those that lend themselves to broader audiences (such as State conferences) and facilitate either or both types of presentation as appropriate.
  • Record keeping:  Maintain all records as needed on a daily basis, including records necessary for program evaluation.  Assists in the gathering of data and preparation of reports required by regulatory agencies and/or necessary for program evaluation.
  • Community Liaison: Represents the agency in a positive light to active and potential clients, referral and funding sources, and the general public. Utilizes community contacts to advocate for clients and to promote child and family well-being. The MHC will work proactively to improve and facilitate understanding and collaboration between the ECE field and the Infant and Early Childhood Mental Health field. Demonstrates the ability to communicate and collaborate with children, families, professionals and communities to establish supportive relationships.

 

  • Legal and Ethical Responsibilities: Complies with all pertinent state and federal laws, DHS and DCFS Rules and Procedures, COA standards, and Code of Ethics for Child Welfare Professionals.
  • Professional Development: Enhances professional competence through ongoing awareness of developments in the field of early childhood mental health and development.  Will participate in all mandatory trainings.
  • Quality Improvement: Contributes to quality improvement through active participation in Quality Improvement/ Utilization Review activities.

Job Description for Truancy Intervention Case Manager

This is a full-time position to provide school, home, and community-based services to students of RPS 205 and their families.

Education:   

Minimum of Associate’s Degree.

Experience:

Minimum of two (2) years experience working with children and adolescents.

Experience with school and/or community systems is necessary.  Familiarity with behavior issues, school interventions, juvenile justice, wraparound, and local resources is beneficial.

Skills:         

  1. Outstanding skills in writing, speaking, and listening.
  2. Experience with diversity of cultures and ethnicities.
  3. Creative, innovative approach to problem solving.
  4. Passionate about children and the importance of their education.

Reports to:    YSN Director

Duties and Responsibilities:

  1. Insure school attendance through home and school visits, accumulating data in cases referred.
  2. Establish good rapport with students and families.
  3. Report to and receive from school personnel (teachers, counselors, nurses, social workers, principals) attendance and school success data.
  4. Interpret to parents their responsibility concerning school attendance and child welfare.
  5. Establish and maintain contact with community providers who work with students on attendance issues.
  6. Participate in conferences regarding student concerns.
  7. Make referrals to mental health, substance abuse, and medical providers for appropriate services.
  8. Be aware of social problems within the community and be able to work with families to alleviate the problems that impact school attendance.
  9. Be available to teachers and administrative staff as a resource on specific family and student problems.
  10. Function on an ethical and professional manner at all times, so that confident, respectful, and professional relationships can be maintained with students and families.
  11. In order to perform these duties, it will be necessary to transport students, parents, and family members.
  12. Services will be provided 12 months per year and at the times of day convenient to the families.