Frontline Applicant Tracking - Educational Service Center of Northeast Ohio

Openings as of 4/11/2025

Nurse

JobID: 3676

Position Type:
  Student Support Services


Date Posted:
  4/1/2025


Location:
  PEP Prentiss Autism Center


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Provides supportive health care consultation, health education and evaluation and management service. Provides Pharmacologic Management services per scope of practice.
 
Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Provides oversight to staff training in the areas of First Aide, Blood Borne Pathogens, communicable diseases, and Pharmacologic management. Provides one on one for initial Pharmacologic management training to new staff.
• Performs physical health screenings and maintains medication and other health related documentation of clients.
• Assist in administration/self-administration of client medication and monitoring potential side effects of medications.
• Monitor clients when in physical restraint and perform nursing assessments following incidents of restraint.
• Participate, as necessary, in Therapeutic Crisis intervention. 
• Participate in the development and implementation of Individual Crisis Management plans for clients.  
• Assist the PEP Psychiatrist by: attending weekly meetings, communicating with parents/guardians regarding upcoming appointments, collaborating with treatment team to provide information to the doctor, managing prescriptions, and maintaining psychiatric charts.
• Participate in all client intake meetings to collect relevant medical information, participate in meetings with Administrative Team to develop and plan for all incoming clients who have a serious or severe medical concern, and develop and Health & Safety Plan to provide a safe environment as needed.
• Administers psychotropic medication education, monitor medication efficacy and side effects, and achieve expected direct service productivity requirement.
• Ability to document clear, concise nursing notes. Complete note documentation in timely manner & meet BHN productivity goal.
• Communicate effectively, both written and orally.
• Ability to communicate with parents, students, prescribing physicians, and pharmacists regarding medications. 
• Ability to consult with parents, treatment team, and health care agencies and professionals regarding health care needs of clients.
• Knowledge of current health standards and treatment in the area of family medicine and pediatrics.
• Attend monthly Nurses Meeting.
• Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• Interface with community health partners to address physical health needs of clients.
• Utilize safe work practices for self and others.
• Knows and practices within her/his respective legal scope of practice as stated in the Nurse Practice Act.
• Demonstrate word processing skills and program navigation skills.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP policies and procedures.
• Delegated nursing services as needed.
• Provides vacation coverage for Nursing Supervisor
Qualifications
• State of Ohio nursing licensure required.
• Experience in family, pediatric, or psychiatric medicine.
• Ability to complete assigned tasks under stressful situations.
• Ability to work effectively with others as well as independently.
• Ability to make effective decisions and use sound nursing judgment.
• Displays professionalism and team-oriented attitudes.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model.  Physical interventions require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. 
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle, as needed.
Direct reports
None
 




Email To A Friend
Print Version

Openings as of 4/11/2025

Occupational Therapist

JobID: 3677

Position Type:
  Student Support Services


Date Posted:
  4/1/2025


Location:
  PEP Prentiss Autism Center


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Responsible for assessment, planning, implementation and documentation of occupational therapy related services. Provides consultation to classroom staff regarding implementation of strategies to minimize functional deficits.

Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Work collaboratively with all team members to assist staff in the identification of children/youth with functional deficits, providing an integrated program of services related to occupational intervention.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every student.
• Participate in on-going assessment of students including but not limited to multi-factored evaluations that include evaluation of sensory function/dysfunction, gross motor and fine motor skills, and activities of daily living.
• Schedule and provide appropriate occupational therapy services for students based on agency criteria including but not limited to assessment, consultation, providing therapeutic activities and fabrication/adaptation of materials.
• Assist students in the transfer of newly acquired skills to the classroom and home by working collaboratively with classroom staff and parents.
• Consult with professional staff of the agency in the development of appropriate in-service training programs for teacher counselors, parents, or other staff members relating to information within the occupational therapist’s area of expertise.
• Utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively and therapeutically.
• Understand and is responsive to the diversity and individual learning and treatment needs of students served.
• Make teaching materials, bulletin boards, and other instructional materials as needed to assist teams in implementing IEP goals and objectives.
• Share responsibility for all areas of classroom structure and organization, including but not limited to, appropriate visual displays (charts, graphs, and posters) and functional behavioral data collection, recording and analysis.
• Complete assigned duties competently and within expected time frames.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints.
• Transport students in agency vehicle to community activities and volunteer work sites as needed.
• Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures.
Qualifications
• Bachelor’s or Master’s degree in Occupational Therapy and licensed by the Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board.
• Experience working with children with autism and other developmental disabilities.
• Experience working with behaviorally/emotionally challenged children/youth.
• Eligible for Occupational License through Ohio Department of Education.
• Ability to communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250 + pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.
Direct reports
None




Email To A Friend
Print Version

Openings as of 4/11/2025

Classroom Associate

JobID: 3679

Position Type:
  Student Support Services


Date Posted:
  4/1/2025


Location:
  PEP Prentiss Autism Center


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Provide support to the assessment, planning, instruction and documentation of education services and activities for assigned students as assigned by the Principal.

Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Work cooperatively and collaboratively with classroom teaching team(s) to implement the daily instructional plans.
• Provide assistance and close supervision of all assigned students throughout planned classroom and instructional activities.
• Make teaching materials, bulletin boards, and other instructional materials as directed by the teacher-counselor and/or supervisor.
• Share responsibility for all areas of classroom structure and organization, including but not limited to, appropriate visual displays (charts, graphs, and posters) and functional behavioral data collection, recording and analysis.
• Complete daily documentation in a timely fashion and in accordance with PEP policies and procedures.
• Transport students in agency vehicles to community activities and volunteer work sites as needed.
• Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures, as applicable.
Qualifications
• Bachelor’s degree, preferred. Associate degree, minimally. Less than AA considered with appropriate experience.
• Appropriate related experience working with children with autism and other developmentally delays.
• Ability to communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle (see physical form for additional information).
Direct reports
None




Email To A Friend
Print Version

Openings as of 4/11/2025

Associate Teacher Counselor

JobID: 3680

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  4/1/2025


Location:
  PEP Prentiss Autism Center


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Responsible for assessment, planning, implementation and documentation of social/emotional instruction and behavior support plans in coordination with the classroom team.
 
Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Work collaboratively with all team members to provide an integrated program of education and behavioral programming within an ecologically-based model.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every student.
• Responsible for documentation of services (weekly lesson plans and progress notes summary) in adherence to agency’s guidelines.
• Responsible for required documentation, including but not limited to, data collection and assessment, Functional Behavior Assessments, and Behavior Intervention Plans.
• Utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively and therapeutically.
• Understand and is responsive to the diversity and individual learning and treatment needs of students served.
• Make teaching materials, bulletin boards, and other instructional materials as directed by the teacher-counselor and/or supervisor.
• Share responsibility for all areas of classroom structure and organization, including but not limited to; daily social-emotional lessons, ongoing student support and functional behavioral data collection, recording and analysis.
• Transport students in agency vehicle to community activities and volunteer work sites as needed.
• Complete assigned duties competently and within expected time frames.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints.
• Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, IEP meetings, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures, as applicable.
Qualifications
• Bachelor of Arts/Science degree preferred in the area of education, psychology, sociology, or related field.  High School diploma required.
• Experience working with children with autism and other developmental disabilities preferred. 
• Experience working with behaviorally/emotionally challenged children/youth required.
• Ability to communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model.  Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. 
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.
Direct reports
None
 




Email To A Friend
Print Version