Early Childhood Inclusion Support Specialist

THE NEED

PROMOTIONAL & OPEN OPPORTUNITY

To fill a current vacancy, 8 hours per day, 185 days per year Itinerant assignment, (Jumpstart sites within Ventura Unified School District), and to establish an eligibility list for future vacancies. The established list will remain in effect for six (6) months.

THE POSITION

Below is a summary of the basic function of the position and scope of responsibilities. For a complete job description ( classification specification ) , including a list of typical duties, and required skills, knowledge and abilities, please click here or visit the Classified Human Resources Office. Classification specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job.

Under general direction, collaborates with preschool instructional staff to strengthen inclusive practices for young children by aligning assessments with daily instruction. Promotes inclusive play-based learning environments through behavioral consultation, staff coaching, intervention planning, and developmentally appropriate instructional strategies supporting students with diverse developmental, behavioral, social-emotional, and learning needs.

Distinguishing Characteristics

This position focuses on practice-based coaching, a job-embedded, evidence-based framework designed to enhance practitioners’ knowledge and implementation of effective strategies. The role supports practitioners in learning about and applying evidence-based embedded instructional practices to promote positive outcomes for young children with disabilities or those at risk, as well as their families.

This position differs from the Behavior Support Specialist classification in that its responsibilities emphasize preschool inclusion support, staff collaboration, classroom-based implementation strategies, and developmentally appropriate behavioral supports within play-based instructional settings. In contrast, the Behavior Support Specialist role focuses on formal behavioral assessment, functional behavioral analysis, and district-level behavior case management services.

THE CANDIDATE

Education

Associate degree or higher from an accredited college or university in Child Development, Early Childhood Education, Psychology, Behavioral Sciences, Special Education, or a closely related field.

OR

Possession of a valid California teaching credential related to preschool, early childhood, or special education instruction.

Experience

At least three (3) years of increasingly responsible professional experience supporting preschool-aged children and/or students with disabilities within instructional, behavioral intervention, early childhood education, inclusive classroom, or related educational settings. Experience implementing developmentally appropriate behavioral supports, intervention strategies, and collaborative classroom practices is preferred.

Licenses and Certifications

• Nonviolent Crisis Prevention and Intervention (NCPI) certification (required)
• Practice-Based Coaching (PBC) certification – must be obtained within six (6) months of hire
• BCBA certification (preferred) or Child Development Teacher Permit (preferred)
• Valid First Aid and CPR certification (must be current)

THE DETAILS

TESTING INFORMATION

The examination process may be comprised of multiple choice exam, performance assessment, computer skills exam, or any combination of assessment appropriate to determine technical ability to perform the duties listed in the job description

Step 1: Application Screening (pass/fail) This portion of the examination consists of an application screening used to evaluate the applicant's education, training, and experience relevant to the position. This portion is designed to gain an overall assessment of each applicant's education and experience as it directly relates to the duties and the knowledge, skills, and abilities required for this position. It is important to complete the supplemental questionnaire carefully and accurately. If there is a high number of qualified applicants, a comparative screening will be conducted to determine which of the applicants will be selected for invitation to the qualifications appraisal interviews.

Upon qualifying, applicants will be notified by email regarding the procedures to schedule a qualifications appraisal interview. Notifications will not be sent until after the closing date for the position.

Applicants must pass the training and experience application screening in order to move to the next step in the examination process.

Step 2: Qualifications Appraisal Interview (weighted 100%)

All applicants must achieve a passing score in the interview process in order to be placed on the eligibility list.

Additional Salary Information

New Hires – Initial Salary Placement

Education

The District has established criteria in place that recognizes the education and experience new employees bring to their role in supporting students and the services of the District. Upon approval of the Director of Classified Human Resources, a new employee may be provided with advanced step placement up to Step 5 based on the following criteria:

• Additional qualifying experience beyond that required for entry into the class (limited to no more than one step for each two years of experience related to the classification)
• Additional education at the college level beyond the educational requirements established for entry into the class (limited to no more than one step for each two years of education related to the position) To be considered for advanced salary placement upon hire transcripts and/or diploma must be provided

All new hires placed at Step 1 of the salary schedule will advance to Step 2 after successfully completing the six-month probationary period.

Longevity increments are offered based on years of service with the District: an additional 1.20% of base salary after completing 4 years of service, 4.10% at 9 years, 7.08% at 14 years, 10.15% at 19 years, 13.31% at 24 years, 16.46% at 29 years.

Promotional and/or transfer candidates will be placed at the appropriate step in accordance with established Personnel Commission Rules & Regulations.

Education Incentives

All active, regular classified employees are eligible for an education incentive if they possess a college degree above and beyond the stated minimum qualifications for their classification.

AA/AS = 2.50%

BA/BS = 4.00%

MA/MS = 5.00%

Ed.D./Ph.D/JD = 6.00%

(Percentage increase on base salary, paid monthly)

Benefits

Please click the Benefits tab above or visit Classified Human Resources for a description of benefits offered.

TO APPLY

Applications must be filed online at: and MUST be submitted by 11:59 PM on the closing date indicated.

Completed applications (including any supplemental applications, proof of licenses or certifications, etc.) MUST be submitted by the above deadlines. Late applications will not be accepted for consideration.

Applications must be sufficiently complete and specific to fully indicate the experience and other qualifications of each applicant. A resume or additional attachments may be included with the application, but may not be submitted in lieu of the required application packet. Falsification or omission of material fact is cause for rejection, removal from the eligibility list, or dismissal from employment.

Individuals protected by the Americans with Disability Act (ADA) may request accommodation if needed. In order for appropriate arrangements to be made for testing, your request must be received at the time your application is submitted. If special arrangements are not requested at the time the application is submitted, it is understood that no special accommodations are required. Documentation on the need for accommodation must accompany your request.

GENERAL REQUIREMENTS (Upon Offer Of Employment)

Employment Verification: Federal law requires that the District verify the identity and employment authorization of each person hired, complete and retain a Form I-9, Employment Eligibility Verification, and refrain from discriminating against individuals on the basis of national origin or citizenship.

Tuberculosis Risk Assessment: Individuals selected for employment are required to submit to a tuberculosis risk assessment, and, if risk factors are identified, may be required to submit to a tuberculosis examination to determine freedom from tuberculosis.

Physical Exam: The District reserves the right to require a prospective employee to pass a job related physical examination.

Conviction Information and Fingerprints: State law requires that all selected candidates be fingerprinted to check for and/or verify conviction records. California Education Code prohibits a governing board of a school district from employing a person until the Department of Justice completes its check of the criminal history file (and the Federal Bureau of Investigation when required). California Education Code provisions prohibit the employment of persons convicted of a violent or serious felony, and also govern the employment of individuals convicted of specified sex and/or controlled substance offenses. All candidates with a conviction record for offenses other than minor traffic violations, must file a conviction record statement with their application. A record of conviction will not automatically disqualify an individual from employment. Failure to disclose any conviction which has not been officially expunged per California Penal Code

• 1203.4, will result in disqualification or dismissal.

Other: Eligibles will be required to provide a current DMV report and/or proof of auto insurance to the Classified Human Resources Department before being certified for a final selection interview for positions that require the employee to drive a district vehicle and/or hold a valid California driver's license.

EQUAL OPPORTUNITY

The Governing Board is committed to equal opportunity for all individuals in education. District programs, activities, and practices shall be free from discrimination based on race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or expression, or genetic information; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. The Board shall promote programs which ensure that discriminatory practices are eliminated in all district activities. (BP 0410)

HEALTH & WELFARE

Plan Choices Include

• Anthem CDHP PPO 90 with optional health savings account (HSA)
• Kaiser Permanente CDHP DHMO with optional health savings account (HSA)
• Anthem PPO Medical
• Kaiser Permanente HMO Medical
• Cash-in-Lieu option: Full-time employees (40 hours per week) who can prove they are covered by group medical coverage, may opt out of benefits to participate in Cash in Lieu at any time of the year (up to $5,000 per year, paid out in increments of $500 per month (September – June)

Please visit our website for detailed information regarding costs, or you may contact Jodie Argueta in our Risk Management Department at: ***email_hidden*** or 805-641-5000, ext. 1242.

HOLIDAYS

Approximately 14 paid holidays per year.

VACATION

Vacation is earned based on assigned hours. (For example: a new employee working 8 hours/day, 12-months per year will earn one vacation day per month, up to a total of twelve (12) days of vacation per

year. Employees who work less than 12-months per year or less than 8 hours/day shall be entitled to a prorated share of vacation benefits as outlined in the collective bargaining agreement.) Vacation earned increases with years of service with the district.

SICK LEAVE

The district provides for 1 day of illness leave per month worked, with unlimited accumulation for unused days.

RETIREMENT

Public Employees Retirement System (CalPERS) and Social Security

PLEASE READ: The information provided on the Supplemental Questions will be used in conjunction with the job application to determine whether the qualification requirements are met. Failure to provide detailed and complete information may result in the application being rejected. A resume may not be submitted in place of completing the Supplemental Questions. When applying for this position, I understand that I must thoroughly complete the Education and Work Experience sections of my application and the Supplemental Questions. This includes a detailed description of each position that qualifies me for the job I am seeking. I have read the above statement and acknowledge that failure to provide sufficient detailed information may result in my application being rejected.

• Yes, I acknowledge
• No, I do not acknowledge

Please Select The Highest Level Of Education You Have

• Master's Degree
• Bachelor's Degree
• Associate's Degree
• Some college or Certificate(s)
• High School Diploma or equivalent
• I do not have education equivalent to the 12th grade

If you have earned a degree, please indicate the area or major coursework you have in which you were awarded your degree. (If none, type N/A.)

What specific training or coursework have you completed, or certificates do you have that are related to the Early Childhood Inclusion Support Specialist position? (If none, type N/A.)

Which of the following best describes your work experience performing increasingly responsible professional experience supporting preschool-aged children and/or students with disabilities within instructional, behavioral intervention, early childhood education, inclusive classroom, or related educational settings.

• At least 1 year, but less than 2 years of experience
• 2 years, but less than 3 years of experience
• 3 year or more of experience

• Describe your experience collaborating with preschool instructional staff to support inclusive practices for young children. Please include your experience conducting assessments, aligning assessment results with instruction, providing behavioral consultation and staff coaching, developing interventions, and implementing developmentally appropriate strategies to support students with diverse developmental, behavioral, social-emotional, and learning needs. Include the scope of your responsibilities, size of the organization, and years of experience in each area.

• Describe your experience developing, implementing, and evaluating programs, training, or support services designed to improve outcomes for young children with diverse developmental, behavioral, social-emotional, and learning needs. Please include your experience providing professional development, consulting with staff and families, analyzing student data, monitoring progress, and making recommendations for instructional or behavioral supports. Include the scope of your responsibilities, size of the organization, and years of experience in each area
• Required Question