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Child Development & early Intervention Specialist PK-Grade 1

  • 20 Feb 2024 2:37 PM
    Message # 13318374

    Job Title:       Child Development & early Intervention Specialist  PK-Grade 1

    Job Class:Full Time, Exempt.

    Reports to:    PK-1 Division Head 

    The Head of School is seeking faculty and staff members who, in addition to their specific responsibilities, demonstrate the following:

    • Enjoy working in an international, diverse school environment;

    • Share in our values of bilingualism, educational excellence, diversity, international mindedness, and character;

    • Support the mission and vision of EBI;

    • Bring a positive attitude and a sense of professionalism to the School community;

    • Embody all attributes of the IB Learner Profile.

    The role of the Child Development and Early Intervention Specialist is to support all students, specifically students with different learning profiles, through targeted academic support, including intervention and case management, as well as partnership with teachers, administrators, and families. The Learning Specialist reports to the PK-Grade 1 Division Head. 



    • Collaborate with the Division Head, Director of Learning Services and Social Emotional Programming, and teachers regarding students’ accommodations and support needs, and serve as a resource to the student’s support team.

    • Conduct early literacy screenings for kindergarten and first graders for targeted interventions when warranted.

    • Conducts reading, writing and math evaluations during evaluation periods with students in their caseload. 

    • Work alongside other Learning Specialists in the Service-Learning Department for transitional support needs.

    • Member of Student Success team

    • Work effectively with an assigned caseload of PK-Grade 1 students, providing direct support through one-to-one, small group, and/or push-in support as appropriate to students’ needs. 

    • Attends and co-leads meetings with families related to academic, behavioral and SEL needs.

    • Collaboratively develop a transition plan for students moving in and out of the division and/or PK students .

    • Develops  Individual Action/Academic Plans and Behavioral Support Plans.

    • Direct support to teachers on the implementation of plans for individual students.

    • Supports students during behavioral or SEL difficulties that can arise throughout the day.

    • Supports the transition of PK students into the classroom. 

    • Maintain appropriate confidentiality of student information within and outside the school community

    • Educate faculty, families, and students about child development, learning differences, teaching styles, and strategies, and provide feedback on professional development opportunities.

    • Collaborate to implement and coordinate the overall learning and social-emotional programming and intervention service program for Pk-Grade 1. 

    • Support the ongoing development of the EBI curriculum with a focus on the early years PreK-First grade.

    • Serve as a source to the PK-Grade 1 division head, maintaining strong communication about students’ academic, behavioral and social-emotional needs.

    • Other duties as assigned by the  HOS, Supervisor, or the Director of Learning Services and Social Emotional Programming.

    Identification and Screening:

    • Observe classes to get to know all learners in the division

    • Screen children for learning, behavioral, and developmental differences; and work with teachers and parents to recommend outside testing, tutoring, or other indicated special services.

    • Make referrals to families for professional evaluation and ongoing support in tandem with the Division Head and Director of Learning Services and social-emotional programming.

    Managing Student Caseload and Student Support Team:

    • Read, interpret, and translate educational testing into appropriate accommodations and/or interventions.

    • Create and/or update the learning plan for the students on the PK-Grade 1 caseload on an annual basis in collaboration with the Division Head, Teachers, and Parents. Share individualized student plans with teachers working with the students on the PK-Grade 1  caseload and monitor that the individual plans  and goals are being met.

    • Lead student support meetings and share information with all members of a student’s learning team (student, parent, teachers, outside professionals) as necessary to ensure learning team cohesion and support the student’s progress. 

    • Collect and maintain records, goals, progress notes (including SST notes, observations, parent meetings) for students on caseload.

    • Collaborate with other faculty and staff as needed to best support all students.

    • Communicate regularly with parents about their child’s progress and invite their participation and questions. 

    • Facilitate and coordinate communication between families, the school, and any outside service providers or agencies to effectively support students. This includes screenings from outside contracted specialists. 

    • Collaborate with faculty members to recommend curricular modifications to the division head and/or implement instructional techniques to reach all learners.

    • Leads the collaborative process of developing and documenting the learning plan for students on the caseload, students with new diagnoses, and students having demonstrated a learning and or behavioral health need.

    Supporting Faculty and Staff:

    • Work to develop faculty capacity and skills in working with all students, including students with learning differences.

    • Support teachers to meet the learning needs of all students.

    • Plan with teachers to create lessons and learning experiences in a differentiated manner. 

    Student Progress, Data Interpretation, and Standardized Testing:

    • Regularly review student progress indicators, including standardized test scores, with the division head to identify any indicators of students needing support

    • Ensure student access to needed standardized testing accommodations and coordinate the testing schedule and support for teachers for all students. 

    EBI  uses a salary scale that is based on education and years of experience and ranges from $65,000 to $85,000.


    • Master’s degree in child development,  education, special education, or educational therapy

    • Minimum of three years experience in early childhood settings and elementary education

    • Experience using neuropsychological evaluations, IEPs, and related educational assessment tools to assist with interpreting scores, implementing accommodations, allocating resources, and helping teachers and families understand their students’ learning needs

    • Excellent writing, communication, and teamwork skills

    • Must be organized and detail-oriented and exhibit technical/computer skills as required for job performance

    • Demonstrate an interest in staying current on education and LD/SEL research and best practices

    • Demonstrate knowledge of managing student data with confidentiality

    • Fluency in English and Spanish is highly preferred.

    EBI  uses a salary scale that is based on education and years of experience and ranges from $65,000 to $85,000.

    To be considered for the position, please complete an application, and send a letter of interest, a resume, and contact information for at least three professional references, including supervisors, to Dr.Rebecca Hawley, Director of Learning Services and Social Emotional Programs at

Cal-ISBOA is recognized by SHRM to offer Professional Development Credits (PDCs) for the SHRM-CP® or SHRM-SCP®. For more information about certification or recertification, please visit

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