Successful Futures Specialist

We need to produce HTML fragment with sections: headings

for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. The posting includes: description of role (first paragraph). Then "MAJOR RESPONSIBILITIES & DUTIES:" with a long list. Then "KNOWLEDGE, SKILLS, AND ABILITIES:" then "REQUIRED QUALIFICATIONS:" then "PREFERRED QUALIFICATIONS:" then "Other Duties:" then "PHYSICAL REQUIREMENTS, EQUIPMENT USAGE, WORK ENVIRONMENT:" then "About Boys Town:" then benefits description (medical, pharmacy, mental health, 401K match, tuition reimbursement, parenting resources, professional development). No explicit Pay or Schedule mentioned. So we should not create Pay or Schedule sections. We need to use

for section headings. Use

• for any list of duties/requirements/benefits, and

  for prose. We must preserve all substantive information, not invent or summarize away detail. Remove boilerplate: cookie/navigation/legal/EEO/equal-opportunity/scam-warning, duplicated lines, application instructions. The posting includes EEO statement at end: "Boys Town is an equal employment opportunity employer..." and request for accommodation. That's boilerplate; should remove. Also "This advertisement describes the general nature of work..." maybe not boilerplate but could be considered generic; but it's substantive? It says "This advertisement describes the general nature of work to be performed and does not include an exhaustive list..." Might be considered boilerplate but it's part of description. Might keep? The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The EEO statement is boilerplate; remove. The accommodation request line also part of EEO; remove. The "This advertisement describes the general nature..." maybe not boilerplate but could be considered generic; but it's not a list; we could keep as prose under About the role or a separate section? Might be okay to keep as part of About the role. We need to decide sections: About the role (intro paragraph). Responsibilities (the MAJOR RESPONSIBILITIES & DUTIES). Knowledge, Skills, and Abilities (maybe as Skills section). Required Qualifications (maybe as Requirements or Qualifications). Preferred Qualifications (maybe as Qualifications as well). Other Duties maybe could be part of Responsibilities? Could be separate but maybe not needed. Physical Requirements maybe could be a section but not in list of allowed headings; allowed headings are About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Physical Requirements not allowed; we could omit or incorporate into Responsibilities? Probably better to omit as not allowed heading. But we must preserve ALL substantive information; if we omit a section, we lose that info. However instruction: "Use

  for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It says e.g., meaning those are examples; we could also use other headings? It says use

  for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). Likely they expect us to use those headings only. But we need to preserve all substantive info; we could embed physical requirements within Responsibilities or Requirements? Might be okay to put under Requirements (since they are requirements). Or we could create a section "Requirements" and include both qualifications and physical requirements. The heading "Requirements" is allowed. So we can put required qualifications, preferred qualifications, physical requirements under Requirements. Similarly, Benefits section: we have benefits description (medical, pharmacy, mental health, 401K match, tuition reimbursement, parenting resources, professional development). So we can make Benefits section. Skills: we have Knowledge, Skills, and Abilities; we can put that under Skills. About the role: intro paragraph. Responsibilities: major responsibilities list. We need to avoid duplicating lines. Ensure we preserve all substantive info. Let's extract content. Intro paragraph: "Works directly with Family Home Program high school graduates pre- and post-graduation to help youth in making a smooth transition from career/job experiences in high school to independent adult living with competitive employment or post-secondary education. Works with School and Youth Care staff to teach, support, and assist youth with understanding and achieving their post-graduation goals." That's the About the role. Now Responsibilities: everything under "MAJOR RESPONSIBILITIES & DUTIES:" until before "KNOWLEDGE, SKILLS, AND ABILITIES:". We need to turn that into a list

  • . The responsibilities are many sentences; we can split each sentence or clause into list items. Must preserve all info; we can keep each sentence as a list item. Let's copy the responsibilities text: "Provides safe and effective services Adheres to policies related to safety and boundaries with service recipients. Attends safety and abuse risk management training as assigned. Adheres to procedures related to managing high-risk activities and supervising service recipients. Reports suspicious or inappropriate behaviors and policy violations. Follows mandated abuse reporting requirements. Adheres to policies and procedures related to Medication Administration for service recipients. Implements the Planning for My Future process according to the program description with the goal of providing the education and support necessary for Family Home Program high school seniors to make strong, suitable post-graduation decisions Uses the Planning for My Future education materials and the planning process to provide the best information and opportunity for youth to develop their post-graduation plan. Provides effective communication about individual seniors and the overall Planning for My Future process with youth, Family Teachers, school personnel, Youth Care leadership through attendance of Team Meetings, consultations, and Community/Administrative Meetings. Facilitates two to three Planning for My Future meetings during a youth’s Senior Year during which time input, suggestions and feedback is given. Builds relationships with Family Home Program high school graduates in order to be available for Crisis Support after graduation. Educates seniors on the Successful Futures website. Implements and maintains the Community Support Program with the goal of providing program youth with education, resources and supports Supports the application and referral process for the Community Supports – Successful Living program. Implements intervention strategies to improve performance in work/school settings. Assesses the need of each graduate through basic counseling techniques such as questioning, paraphrasing, and reflective listening through a needs assessment; follows questioning guidelines and pays attention to what the participant is and is not saying. Explores internal and external supports. Provides financial and other support to individuals based on individual needs and reports decisions to leadership. Meets with contacts at various locations; utilizes own vehicle and Boys Town vehicle to travel to work destinations and to transport youth as authorized. Provides crisis support for alumni Assesses immediate safety of the Family Home Program graduates to determine further actions; utilizes professional judgment to respond appropriately to situational needs. Assesses need of each alumni through basic counseling techniques such as questioning, paraphrasing, and reflective listening through a needs assessment; follows questioning guidelines and pays attention to what the participant is and is not saying. Explores internal and external supports. Remains calm and objective during all situations, enlists support of senior staff as needed, and makes joint decisions about further action. Provides helpful information to high school graduates including problem solving, and walks participant through steps so participant arrives at a solution. Acts as a backup support to Successful Futures Housing when needed. Oversees and tracks Cowboy funds and responsible for ensuring the requests are see through to completion. Documents and follows up in relation to the pro-active calls and check in surveys. Documents in a clear and complete manner any incident in relation to participants. Teaches The Advanced Life Skills Curriculum Assists with the coordination of facilities, materials, and schedule for the Advanced Life Skills small group classes. Utilizes effective classroom management techniques. Uses the Advanced Life Skills Curriculum materials and the planning process to provide the best information and opportunity for youth to gain knowledge in additional Life Skills. Effectively communicates the Advanced Life Skills process with youth, Family Teachers, school personnel, youth care leadership." We need to ensure each bullet is a
  • . Some lines have line breaks; we can treat each line as separate item. Now Knowledge, Skills, and Abilities: list after "KNOWLEDGE, SKILLS, AND ABILITIES:" until before "REQUIRED QUALIFICATIONS:". Text: "Knowledge of variety of behaviors and circumstances that may impact one’s performances in various work environments. Knowledge of work demands and work ethics across a variety of businesses. Organizational skills to assist with managing youth to school to work experiences. Advanced critical thinking and problem-solving, including ability to make assessments and use sound judgment. Ability to communicate in a professional manner while maintaining necessary degree of confidentiality; communication skills needed to relate effectively to students, Family-Teachers, faculty, administrators, business owner’s and their employees. Ability to build sustain successful, professional relationships. Proficient computer skills in Microsoft Office. Strong knowledge of Boys Town Model and the Family Home Program. High level of professionalism, confidentiality and role modeling. Ability to assess child behavior problems. Ability to work independently, be detail orientated, meet deadlines, and multi-task while maintaining quality standards." We'll put these as
    • under Skills section. Now Required Qualifications: after "REQUIRED QUALIFICATIONS:" until before "PREFERRED QUALIFICATIONS:". Text: "Bachelor's degree in Human Services or a related field required. In lieu of a degree, equivalent and related work experience may be considered (e.g., 4 years of experience with the Boys Town model). Minimum of 1 year experience working with children and families is required. Minimum of 21 years of age required. Possess and maintain a valid driver’s license with a good driving record required. Ability to provide own transportation (mileage reimbursement) to complete travel requirements of the job required. Pass an annual Motor Vehicle Registration (MVR) check required. Meet auto insurance requirements established by Boys Town policy and/or State and Local laws required. Ability to provide crisis response and must be available to work non-traditional business hours including early mornings, nights, weekends, and holidays required. CPR certification obtained during pre-service training required." We'll put these under Requirements section (maybe also include physical requirements). But we also have Physical Requirements section later; we could incorporate them into Requirements as well. Now Preferred Qualifications: after "PREFERRED QUALIFICATIONS:" until before "Other Duties:" (or maybe until "Other Duties:"). Text: "Experience in Boys Town Model is preferred." That's it. Other Duties: after "Other Duties:" until before "PHYSICAL REQUIREMENTS, EQUIPMENT USAGE, WORK ENVIRONMENT:". Text: "This job description incorporates the essential functions and duties required for this position. However, other duties may be required and assigned at times and as determined by a supervisor in order to meet the needs of the organization. Serves as a role model in carrying out activities and behaviors that reflect the values and principles of the Boys Town mission." We could incorporate this into Responsibilities or Requirements? Probably Responsibilities as additional duties. We'll add as list items under Responsibilities. Now Physical Requirements, Equipment Usage, Work Environment: after that heading until before "About Boys Town:". Text: "Reasonably expected to have and maintain sufficient strength, agility, and endurance to perform during a stressful (physical, mental and emotional) situations encountered on the job with compromising their health well-being or that of their fellow employees, youth and families. Duties are performed in a variety of environments ranging from highly stressful to casual and leisurely, in both indoor and outdoor settings. While performing the duties of this job, the employee is subject to outside weather conditions. Care and respect for others is more than a commitment at Boys Town – it is the foundation of who we are