Special Programs Specialist Level II

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    "datePosted": "2026-02-27T05:00:00.000Z",
    "description": "<h2>Overview</h2>\n<p>At Upbring, our team is united by a shared mission: to break the cycle of child abuse and advance the wellbeing of children, families and communities, empowering them to thrive. As servant-leaders, we lead by example, working passionately to create a brighter future for those we serve.  Every day, we strive to embody our core values: </p>\n<ul>\n <li><strong>We are Warriors:</strong> Fierce, resilient, and courageous, we face challenges head-on with unwavering loyalty and passion. </li>\n <li><strong>We are Servants:</strong> We dedicate ourselves to serving others, empowering those around us to thrive. </li>\n <li><strong>We are Family:</strong> We work together as a supportive, caring community, creating a sense of belonging and strength. </li>\n</ul>\n<p>Joining Upbring means becoming part of a family of passionate individuals who are fearless in their pursuit of lasting change. Together, we are making a difference, one life at a time. </p>\n<p> </p>\n<p><strong>Your Mission in Action</strong></p>\n<p>The Special Programs Specialist Level II provides direct, hands-on support within the classroom for students who have been identified, referred to, or diagnosed with a disability, and collaborates closely with teaching staff to implement individualized action plans and ensure IEP and IFSP accommodations are carried out with fidelity.  Special Programs Specialist Level II identifies and refers children with suspected disabilities to the appropriate agencies, ensures timely development and ongoing monitoring of plans such as IEPs, IFSPs, and 504s, and serves as a liaison between families, service providers, and education teams.  They work to reduce re-traumatization, foster resilience, and improve academic and non-academic outcomes. </p>\n<p> </p>\n<p><strong><em>*</em></strong><strong><em>This position is year-round</em></strong>  </p>\n<h2>Responsibilities</h2>\n<ul>\n <li>Monitors IFSP/IEP/504 annual review dates and attends Transition and Admission, Review, and Dismissal (ARD) meetings for children with maladaptive behaviors </li>\n <li>Recommend, implement, monitor, and adjust classroom accommodations and support to meet students' individualized needs </li>\n <li>Provides in-class, hands-on assistance modeling strategies, differentiated instruction, implementing and tracking IAP/IEP/IFSP/504 goals, interventions, and accommodations for students with suspected/identified disabilities.  Additionally, complete student observations </li>\n <li>Maintain up-to-date progress, monitor notes, and documentation by utilizing forms authorized by the Special Programs Director and uploading them in the online database system(s) in a timely manner </li>\n <li>Participates in multidisciplinary team meetings, conferences, training sessions, workshops, and professional development as assigned </li>\n <li>Updates leadership on caseload referrals, disability percentages, and addresses any concerns related to Disabilities </li>\n <li>Comply with the company code of conduct and other applicable regulations and requirements, including Licensing Head Start Program Performance Standards (HSPPS), Upbring Policies and Procedures, Child Care Minimum Standards, and other federal, state, and local regulatory requirements  </li>\n <li>Ensures ongoing monitoring, tracking, follow-up, and analysis of disabilities data; produces regular reports for management meetings and/or on an as-needed basis; maintains systems, databases, files, etc., ensuring the security of data </li>\n <li>Ensure child health and safety by promptly reporting concerns, engaging families through orientation and ongoing evaluations, facilitating referrals, maintaining accurate documentation, conducting student observations, coordinating school-based services, and fostering clear communication among staff to support special programs </li>\n</ul>\n<h2>Qualifications</h2>\n<p><strong>Minimum Qualifications</strong> </p>\n<ul>\n <li>Bachelor’s degree from an accredited college or university in education, special education, psychology, counseling, or a related field </li>\n <li>Valid Texas Teacher Certificate with Endorsement in Special Education </li>\n <li>Two (2) years of Special Education classroom teaching experience in one or more service delivery models, including Early Childhood, Co-Teaching, Inclusion, Resource settings, and/or Life Skills </li>\n <li>Demonstrated knowledge of Special Education process and law (Child Find, FIE, REED, Procedural Safeguards, FAPE, etc.), including the Special Education referral process and evaluation systems </li>\n <li>Demonstrated knowledge of IDEA (Individuals with Disabilities Education Act), Section 504 </li>\n</ul>\n<p><strong>Preferred Qualifications</strong> </p>\n<ul>\n <li>Master’s degree from an accredited college or university in education, special education, psychology, counseling, or a related field </li>\n <li>Two (2) or more years of professional experience organizing or implementing trauma-informed and evidence-based prevention and intervention services for children with disabilities </li>\n <li>Three (3) or more years of Special Education classroom teaching experience </li>\n <li>Working knowledge of evidence-based trauma-informed practices </li>\n <li>Experience in Applied Behavioral Analysis </li>\n</ul>\n<p><strong>Travel </strong> </p>\n<ul>\n <li>This position requires extended travel up to 75% based on caseload </li>\n</ul>\n<p><strong>Physical Demands & Work Conditions</strong> </p>\n<ul>\n <li>This position requires sitting and looking and using a computer for long periods of time<strong> </strong> </li>\n <li>This position works in a child facility and has constant exposure to children<strong> </strong> </li>\n <li>This position requires frequent standing, walking<strong>,</strong> and time being mobile to coordinate events  </li>\n <li>Lift, push, pull, move up to 50 lbs. <strong> </strong> </li>\n</ul>The physical requirement with or without reasonable accommodation are representative of those that must be met by an employee to perform the essential functions of this position successfully. While performing this position the employee with or without reasonable accommodation should have the ability to walk, stand, sit, kneel, speak, and hear with aid, see, read, reach with arms and hands, lift and/or move up to specified weight, and use equipment that is essential to performing the job, such as a computer, copier, fax machine, telephone, and automobile, if applicable. Specific vision requirements of this position may include color vision, seeing things close up, and the ability to adjust focus. \n<p>Upbring is an Equal Employment Opportunity/AA Employer and does not discriminate on the basis of race, color, ancestry, religion, age, sex, sexual orientation, gender, pregnancy, marital status, national origin, genetic information, physical or mental disability, military or veteran status, or any other characteristic protected by applicable federal, state, or local law.</p>",
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