ECI Learning and Compliance Lead

Job DetailsJob Location: Higgins - San Antonio, TX 78217Position Type: Full TimeSalary Range: $51,663.22 - $80,077.98 Salary ECI Learning and Compliance Lead GENERAL DESCRIPTION OF POSITION The ECI Learning & Compliance Lead is responsible for ensuring that ECI Early Intervention Specialists have skills necessary to achieve organizational goals. This position is responsible for the effective development, coordination and presentation of training and development programs for all Early Intervention Specialist. The ECI Learning & Compliance Lead assesses program needs to drive training initiatives and identifies and arranges suitable training solutions for Early Intervention Specialists and therapists. The ECI Learning & Compliance Lead and the Quality Control Leads work together to meet all the training needs for ECI. The role includes analyzing program data to identify areas where individual staff or the program as a whole require training or targeted development. The ECI Learning & Compliance Lead works within the ECI program and reports to the Associate Director of Quality Control. ESSENTIAL FUNCTIONS This position requires face-to-face interactions with staff, board, vendors, and the general public on a daily basis to accomplish all essential functions of the position.  Assist in keeping Brighton's staff onboarding process streamlined and up to date, including but not limited to analyzing, perfecting, organizing and/or expanding upon the following: ECI Welcome Guide, orientation topics, timelines and responsibilities, skills assessments, individualized training needs, ECI IPDPs, community resources and progress tracking. This position will guide all new Early Intervention Specialists through the EIS Credentialing system required by HHSC/ECI, provide support for all HHSC/ECI required trainings and observations, supervise demonstrations, and facilitate any other training necessary for EISs, occupational/physical therapists and/or speech pathologists to learn and successfully perform their assigned responsibilities by the end of their orientation period. (35%) Assist in developing an annual training plan to address ongoing training needs and annual trainings required by HHSC/ECI. Organize and implement monthly trainings for EIS discipline meetings by either bringing outside resources into the agency or facilitating the training. Coordinate with ECI Leadership team on staff challenges (such as specific ECI policies and procedures, time management, documentation, session planning, rapport building), to include offering monthly refresher trainings, reviewing charts and following up with one-on-one training as needed to improve the success of any direct staff who needs support. (30%) Create, maintain and update procedure manuals, online resources and webinars, including but not limited to ECI policies, myEvolv, Teams, Telehealth, Bells AI and any other procedures related to the role of direct ECI staff. (25%) Facilitate and coordinate needed assistive technology for the EIS staff. Additionally, work with the ECI Leadership and Therapy Leads to create and maintain resource guides, physician referral lists and childcare resources. (5%) OTHER FUNCTIONS Attends and participates in monthly team meetings, discipline, agency and staffing meetings to ensure family and child outcomes are met and required information is secured.  (2%) Participates in mandatory trainings to satisfy the requirements of ECI to maintain the Early Intervention Specialist Certification to achieving at least twenty Continuing Professional Education hours plus an additional 3 hours of ethics training every two years as required, maintaining an active Pediatric CPR and First Aid Certification. Submits all documentation on time. (2%) Other duties to support the delivery and quality of services that are provided to Brighton families. (1%) QUALIFICATIONS Required: Bachelor’s degree which includes a minimum of 18 hours of course credit relevant to early childhood intervention including 3 semester credit hours in early childhood development or early childhood special education. Proficiency in intermediate computer skills, Microsoft Office including Word, Excel, Outlook and Access, Adobe products, and using an electronic records software. Ability to meet the necessary skills, mental and physical demands. Required: Fully Qualified Early Intervention Specialist for a minimum of 2 years. Preferred: Bilingual in Spanish. NECESSARY SKILLS Ability to demonstrate, understand and apply our Core Values which are at the heart of our organization and are embedded in all roles. High quality of work, organization and planning skills, problem solving and decision-making skills, self-improvement and initiative, adaptability and flexibility, excellent communication skills (written and verbal), ability to work well with others and independently. Comprehensive knowledge of typical and atypical development in children birth to three years old.  Comprehensive knowledge of childhood conditions that relate to the provision of early intervention services. Comprehensive knowledge of and understanding of team and family dynamics.  Ability to contribute as a leader and facilitator on teams which include parents, caregivers, and other professional staff.  Ability to comprehend and adhere to family-centered, activity-based early intervention practices.   Ability to work sensitively with families from a variety of cultural orientations. Ability to learn, interpret, and apply rules and regulations. Ability to communicate effectively (written and verbal) with families, staff, and community members. Ability to professionally represent the agency and provide overview of all agency services to clients in an effective and persuasive manner. Ability to work with others in a supportive, professional and collaborative manner.  Ability to maintain a good working relationship with all co-workers and the general public and to use good judgment in recognizing scope of authority. Fosters teamwork and proactively addresses conflict seeking timely resolution. Demonstrates behavior that is professional, ethical and responsible.  Ability to align with Brighton Center Core Values. Ability to perform under minimal supervision with considerable requirements for initiative, discretion, independent thought, judgment and self-motivation in matters of significance to families as well as the agency.  MENTAL & PHYSICAL DEMANDS Ability to maintain emotional control under stress and empathize with staff, supervisors and families we serve. Ability to effectively prioritize tasks and calendar according to impending deadlines. Ability to use critical thinking and problem-solving skills. Ability to ensure personal accountability. Ability to compute and compile reports and perform calculations. Ability to use reasoning and analytical skills. Ability to meet the physical demand of working with young children, such as bending, climbing, crawling, grasping kneeling, reaching, squatting, standing, stooping, twisting and sitting on the floor. Ability to lift and/or move up to 40 lbs. Ability to work flexible hours. Ability to navigate and drive personal vehicle and have/maintain personal auto liability insurance. Ability to stand for extended periods. Ability to remain seated for extended periods of time. Ability to monitor a computer screen/tablet for extended periods of time. TOP COMPETENCIES Interpersonal Skills Written Communications / Presentation Skills Customer Focus Decision Quality and Problem Solving Managing and Measuring Work Time Management Action Oriented / Drives for Results Managing through Processes and Systems The preceding job description has been designed to indicate the general nature and essential duties and responsibilities of work performed by employees within this classification. It may not contain a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job. It is not an employment contract. Our organization reserves the right to modify job duties or job descriptions at any time.   _________________________             ________________________________                  ________  Employee Printed Name                Employee Signature                                         Date          PERFORMANCE INDICATORS (PI) Performance indicators, often referred to as key performance indicators (KPIs), are measurable values that demonstrate how effectively an individual, team, department, or organization is achieving its objectives and goals. These indicators provide quantifiable measures that reflect how effectively an employee is performing their duties and contributing to the overall goals and objectives of the organization. In a performance review, performance indicators serve as benchmarks against which an employee's performance is assessed. These indicators may vary depending on the nature of the job role and the goals of the organization. Performance indicators should be specific, measurable, achievable, relevant, and time-bound (SMART) to ensure clarity and objectivity in the review process. By tracking and assessing these indicators, organizations can gain insights into employee performance, identify areas for improvement, and make informed decisions about compensation, promotions, and career development opportunities. Name: Description (What is being measured?, How it is being measured?, and How is it scored?) Weight:  Direct Service What is being measured? •Delivery of services in alignment with the IFSP, including treatment, evaluations, and interpretation. •Participation in required staff training activities such as onboarding, discipline meetings, Virtual Learning Opportunities, program-wide sessions, and individual support. How is it measured? •Daily Impact Rate (DIR) is tracked using the Average Visits per Day Summary report. •Training participation is documented through hours logged in the Bookings Calendar and cross-verified with staff and training calendars. How is it scored? •Service delivery is considered successful when maintaining a Daily Impact Rate of 2.1–2.4 on all worked days. •Direct training is considered successful when 120–240 training hours are logged annually. Expectation: 2.1–2.4 DIR and 120–240 hours of training. 25% Service Excellence What is being measured? •Staff satisfaction with training and support. •Parent satisfaction with services and coaching provided to families. How is it measured? •Staff satisfaction is gathered through surveys completed after onboarding and training events (within 24 hours). •Parent satisfaction is collected via the semesterly “Satisfaction Survey.” How is it scored? •Success is determined by the average satisfaction rating from both staff and parents. •The target is a satisfaction score between 3.0–4.74 on a 5-point scale. •Scores below 3.0 prompt a development plan. Expectation: Average score of 3.0–4.74. 25% Timely and Accurate Documentation What is being measured? •Timeliness and accuracy of all service documentation to ensure billing and compliance. •Compliance with state and federal reporting requirements under IDEA, specifically the 28-day timeline for enrolled children. How is it measured? •Daily notes must be submitted by 11:59 PM the next business day. •Evaluation notes must be submitted by Friday at 11:59 PM. •Accuracy and timeliness are tracked using program reports. •State and federal deadlines are tracked using program reports. How is it scored? •Documentation is considered successful when 90–99% of notes meet deadlines and accuracy standards. •State and federal compliance is achieved when of cases meet the required 28-day timelines. Expectation: 90–99% documentation compliance  25% Quality & Performance Accountability  What is being measured? Therapist onboarding readiness, competency in applying training, and accountability for program improvement through data and recommendations. How is it being measured? • Conduct a minimum of 3 field observations per new provider. • Assess therapist readiness using rubrics/skill checklists with a 90% proficiency expectation. • Collaborate with staff to define key measures of success. • Maintain and update a Scorecard  monthly/semesterly to track performance. • Provide actionable recommendations in every PULSE Meeting. • Ensure data presented is clear, actionable, and valuable for staff members. How is it scored? • 3 field observations completed = 25 points • Training plan developed = 25 points • Staff members who achieve 90% or higher proficiency upon completion of training = 25 points • Survey completed by staff members = 25 points Expectation: Score of 90-99 total points 25% I have received and understand the performance indicators outlined for my performance review. I understand that these are only indicators of my performance for the purpose of my semester reviews and are not fully inclusive of all the responsibilities of my position. I understand that I am responsible and will be held accountable to performing all of the duties of my position as indicated on my position job description. I understand that these performance indicators serve as benchmarks for assessing my job performance and contributions to the organization. I acknowledge that my performance will be evaluated based on these indicators and that my ongoing development and success within the organization depend on my ability to demonstrate proficiency in these areas.   _________________________             ________________________________                  ________  Employee Printed Name                Employee Signature                                         Date        Qualifications