UCAN Jobs

Support Staff/Behavior Intervention Specialist

Teacher IT Teacher Department: Academy South Reports to: Academy South Principal Position Objective and Summary: Under the direction of the Principal, the IT Teacher works with a group of students, employing specific training skills to conduct special educational activities. Essential Functions and Responsibilities: Developing Individual Education Programs Develops and implements curriculum to meet physical, emotional and creative needs of students in an environment where they feel safe, valued and respected. Plans specific educational and developmental activities and a schedule of activities within program outline - appropriate to the age level of the assigned students. Diagnose educational needs using Kaufman method. Develops IEP based on the student's unique situation Develops IEP that identifies both short and long-term learning and behavioral goals. Creates classroom lesson plans in accordance with students' IEPs. Instructional Effectiveness Uses educational/therapeutic materials and methods, and plans for their appropriate use to promote the social, intellectual, emotional and physical growth of the assigned students. Establishes learning objectives and uses pre-planning and classroom teaching to accomplish those objectives. Involves all students by utilizing a variety of educational methods to meet students' individual learning styles. Explains directions and models desired student performance. Monitors student progress and adjusts instruction based on that progress. Establishes closure by summarizing content and fits into context what has been taught. Selects, maintains and inventories educational supplies, and controls utilization of equipment and materials. Promotes Orderly Behavior Promotes orderly behavior throughout the school and clearly defines expected student behavior by encouraging positive behavior and controlling negative behavior. Uses appropriate therapeutic methods to promote the social and emotional growth of the students. Remains calm at all times and uses appropriate language with students and coworkers. Maintains orderly behavior during class, class transitions and meal breaks. Is able to contain children using Therapeutic Crisis Intervention. Utilizes Crisis Intervention staff appropriately Building Relationships and Networks Maintains relations with casework/social work staff and supports and encourages students to achieve a strengthening of the total agency relationship. Establishes rapport with students and parents. Establishes and maintains positive working relationships with coworkers and all agency personnel. Actively listens to others and their points of view. Maintains regular contact with parents by making a minimum of one phone call per month to each parent. Keeps parents regularly informed about their child's progress and areas for improvement. Builds to strengthen the relationship between the school and parents. Documentation Prepares a documented lesson plan and emergency lesson plan for each school day. Keeps appropriate individual records, attendance records, and student assessments as designated. Produces an IEP annual report for each student in a timely manner and in a format consistent with school requirements. Maintains a current and up-to-date parent log and in a format consistent with school requirements. Completes student report cards in a timely manner and in a format consistent with school requirements. Observes functioning of students and keeps appropriate individual records, attendance records, and student assessments as designated; prepares, distributes and grades examinations. Outside Staffing's Attends and participates in outside staffings to meet the educational needs of the students. Completes required paperwork for all staffing's. Arrives at staffing's prepared and on time. Works cooperatively with the other members of the educational team. Stays focused and on task in order to complete goals. Professional and Work Conduct Adheres to school board policy and administrative regulations. Does not show favoritism to select persons. Follows school regulations as to arrival and departure times. Is respectful of cultural and socioeconomic characteristics of students and their families. Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN. Acts in a professional manner at all times and maintains appropriate boundaries with clients. Demonstrates accountability for results and keeps commitments to others. Reports to work, meetings, training, and job related activities prepared and as scheduled. Demonstrates openness and respect for cultural and socioeconomic characteristics of clients and coworkers. Understands and supports UCAN's standard of cultural proficiency and strives to meet it. Responds to clients and their families, UCAN staff, CDHS, service providers and other stakeholders in a timely manner and ensures follow up to adequately address their needs. Attends staff meetings, required training sessions inside and outside the agency, as well as other professional workshops to enhance job skills. Performs other related tasks as required or assigned. Education/Job Experience/Certifications: Type 10 (ED/BD), LBS1 Unlimited or LBS1 Limited Certification. Experience in and ability to teach all subject matter in a self-contained environment. Special Knowledge and Qualifications: Work Environment/Condition: This position requires daily direct contact with students.

Support Staff Food Service Assistant Department: UCAN Academy & High School Reports to: Administrative Supervisor Position Objective and Summary: The Food Service Staff prepares, serves and orders FSP meals, this includes breakfast and lunch on all school days where students are present. There is direct contact with students and staff in the cafeteria. The Food Service Staff ensures proper food and sanitation procedures are followed as well as required documentation. Essential Functions and Responsibilities: Plans, recommends, and carries out suitable and efficient methods of food service. Orders food counts based on student attendance and dietary restrictions. Completes daily documentation pertaining to meal accounting and serving forms as required. Receives food from food service and checks for accuracy of the order. Prepares and serves food and beverages to students according to school schedules and in line with FSP guidelines. Reports any issues with stove, refrigerator, or kitchen conditions to their supervisor. Monitors short- and long-term plans for ensuring cleaning and maintenance of kitchen meet all applicable health and sanitation standards. Preforms other related tasks as assigned by supervisor. Professionalism and Work Conduct Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN. Acts in a professional manner always and maintains appropriate boundaries with students. Demonstrates accountability for results and keeps commitments to others Reports to work, meetings, training, and job-related activities prepared and as scheduled. Demonstrates openness and respect for cultural and socioeconomic characteristics of others. Understands and supports UCAN's standard of cultural proficiency and strives to meet it. Responds to stakeholders in a timely manner and ensures follow up to ac Jequately address their need. Performs other related tasks as required or assigned Education/Job Experience/Certifications: High school diploma required. Must have a valid Food Service Management Certificate issued by the Chicago Department of Health required. Related work experience in food service industry. Must be able to maintain a productive work environment utilizing professional communication and problem-solving skills. Pass background check and fingerprinting. Negative TB result. Work Environment/Condition: Exposure to hot equipment, sharp knives, possibly slippery floors in the kitchen. Exposure to chemicals used as cleaning aids. Contact with special education students in grades K-12. Must be able to lift 50 pounds. Ability to stand or walk most of shift.

Related Services/Occupational Therapist Occupational Therapist Department: UCAN Academy and High School Reports to: Clinical Director Position Objective and Summary: The Occupational Therapist is responsible for providing assessment and instruction to students with motor deficits in groups or individual therapy in a variety of settings. The Occupational Therapist will assess, design, and implement appropriate therapy interventions to meet student motor needs through the IEP, and work as a team member. The Occupational Therapist also assess and recommends environmental modifications and equipment adaptations to assure accessibility for students with disabilities in their educational environment. Essential Functions and Responsibilities: Plans, organizes, and conducts occupational therapy program activities for special education students who are disabled by mental, physical, and/or emotional conditions so they can develop, recover, or maintain daily living, working, and/or learning skills. Provides direct and consultative intervention in special and general education classrooms. Writes evaluation and reassessment summaries for students suspected of having fine and gross motor deficits. Participates as a member of child's study team in staff meetings and team assessments. Provides services that help restore function, improve mobility, relieve pain and prevent or limit permanent physical disabilities of students suffering from injuries or disease. Maintains clear and concise records of students' activities and progress. Interprets therapy needs and works cooperatively with parents and teachers to achieve IEP objectives. Processes any paperwork required to obtain assessment permission and document parent contacts as legally mandated. Schedules flexibly to accommodate a changing caseload. Communicate effectively and works harmoniously with administration and staff. Education/Job Experience/Certifications: Current Illinois State license to practice occupational therapy. Two (2) years of pediatric experience in a school setting preferred, but not required. Special Knowledge and Qualifications: Demonstrated ability to work both independently and a part of a high functioning team. Ability to work in a multi-disciplinary setting. Some computer knowledge necessary.

Administration/Clinical Manager Clinical Manager Department: UCAN Academy Reports to: Head of Schools Position Objective and Summary: The UCAN Academy Clinical Manager is responsible for the continual development and implementation of UCAN's clinical philosophy within the therapeutic day school setting. The Clinical Manager facilitates healing through trauma informed practices, clinical knowledge and expertise of the related services team and implementation of the school's Culture of Care. Essential Functions and Responsibilities: Coordinates and supervises all clinical programming within the school. Provides clinical supervision and management to social workers, including case notes. Provides supervision and direction to the related services team in their distinct program function. Oversees compliance of the related services minutes in student IEPS and ability of program to meet the related services portion of incoming students. Aids in the creation of IEP goals or direct services with students when needed by the team. Consults with other teams on clinical matters related to students' performance within the programs. Oversees the engagement of and communication with parents, caregivers, and families from the related services team as it pertains to monthly contacts, illness/ injury, medical needs, restraints, or behaviors. Plans parent engagement events such as the monthly parent group. Help assess needs, provides, and/or coordinates training in clinical and behavior management for all Academy staff, including identifying outside resources for training and consultation when necessary. Supports the UCAN Network Advantage by working with other UCAN programs to coordinate service delivery (shared cases) and to share resources and expertise. Coordinates and communicates as necessary with internal and external constituencies (CPS, DCFS, SASS, OSP, IDPH, etc.) Research and implement evidenced based practices into therapeutic program and recommend policy, procedure changes to the AVP of Educational Services. Tracks relevant data for compliance and progress monitoring for SW RTI, related services budget, speech billing, team timesheets, PQI, school improvement goals. Fully participates in Cognia accreditation process. Identifying and Addressing Client Needs Guides staff to make decisions based on clinically appropriate, best practice, and ethical considerations. Provides guidance on specific interventions for behavior plans, safety plans and restraint reduction plans. Uses population specific knowledge, student data and expertise in developing intervention strategies. Understands the Mental Health diagnoses of students and assists staff in understanding them as it pertains to intervention, medication, and student behaviors. Considers any cultural factors and past trauma that may be impacting the client or the appropriateness of services, and proficiently addresses them to provide needed services. Utilizes outside services when appropriate such as medical or psychiatric. Ensures behavior plans, safety plans and restraint reviews are scheduled, implemented, and re-evaluated routinely. Developing and Leading Employees Orients and trains new employees according to program and department guidelines to ensure all new employees are ready and able to perform as necessary. Sets and evaluates clear and collaborative individual performance goals for employees. Manages employee performance in accordance with HR procedures. Encourages employee development by supporting training, assigning challenging work, and delegating tasks when appropriate. Coaches and mentors' employees around employee interests within the program and career goals. Completes meaningful Annual Performance Reviews for all employees and submits on time. Recruits to fill any team vacancies. Seeks interns for the program and or universities to partner with around program needs and improvement goals. Quality and Accountability Follows all applicable regulatory standards, including ISBE, CPS, DCFS. Leads team in accountability, quality and compliance through example and modeling behavior. Complies with Quality Improvement initiatives and corrective plans that result from the file review or PQI. Recommends policy, practice, and procedural changes to better serve students and to comply with regulations based on research, student data or school improvement initiatives. Team Building and Agency Networking Builds strong interpersonal relationships with team and among the team members, including their relationships with other teams within the program. Participates in staffing, team meetings, supervisory sessions, administration meetings, all staff, after school, committee, restorative and other related program meetings, regularly. Defines each employee's role and responsibilities within the team. Delegates in an effective manner while considering individual skills and workloads. Accepts feedback and ideas from team and is constructive when giving feedback. Discusses alternative problem solving and is open to new ideas and ways of doing things. Shares specialized knowledge and resources with team, administration and other UCAN departments. Plans for student transitions (reintegration, graduation, another UCAN program etc.). Professionalism and Work Conduct Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN. Acts professionally and maintains appropriate boundaries with clients. Demonstrates accountability for results and keeps commitments to others. Reports to work, meetings, training, and job-related activities prepared and as scheduled. Demonstrates openness and respect for cultural and socioeconomic characteristics of clients and coworkers. Responds to families, UCAN staff, DCFS, service providers and other stakeholders promptly and ensures follow-up to adequately address their need. Performs other related tasks as required or assigned.? Education/Job Experience/Certifications: LCSW required. Minimum of 4 years post master's clinical/therapy experience, preferably in a therapeutic day school setting. Special Knowledge and Qualifications: Understands trauma-informed practice. Understands Positive Youth Development. Is open and respectful of cultural and socioeconomic characteristics of clients and is willing and competent to work with a diverse client population. Effective verbal and written communication skills. Working knowledge of the child welfare system. Ability to work both independently and as a part of a highly functioning team. Experience and ability to use computers for data entry, communication and report writing. Car and valid Illinois driver's license and insurance required. Work Environment/Condition: This position requires crisis prevention and behavioral management techniques including TCI restraints. Works in all areas of the facility. Hazards include risk of exposure to communicable diseases. Risks of injury associated with emotionally disturbed students with the potential to lose control. This position may require opening and closing the school building for the day.

Support Staff/Behavior Intervention Specialist