Behavior Intervention Specialist

Behavior Intervention Specialist – Anticipated for 27/28 SY Position Purpose. A Behavior Interventionist collaborates with various schools within the school district to assess and develop behavioral interventions for students with and without disabilities, preschool through high school. The Behavior Interventionist reports to the Director of Special Education, but coordinates his/her work with administrators. Salary: $65,850 - $98,941 (Commensurate with Experience). Please visit the NCPS website to determine salary specifics according to the current salary scale. Essential Functions (These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) Assesses students' functional behavior capabilities within the school environment for the purpose of designing behavioral interventions; Collaborate with teachers during FBA, BIP development, assist with implementation of BIP as needed, and collaborate with teacher regarding data and effectiveness of BIP; Demonstrates strong foundation in applied behavior analysis; Assists in design and interpretation of functional behavior analysis and multi-faceted behavior interventions; uses data to make informed decisions regarding student behaviors; Facilitates communication between students and/or parents with teachers and/or other personnel, for the purpose of developing and implementing behavior plans and interventions, solving problems and/or resolving conflicts; Assists staff in modifying student behavior and developing successful interpersonal student skills; Prepares documentation (e.g., evaluations, observations, progress reports, contacts with parents, teachers and outside professionals, etc.) for the purpose of providing written support, developing recommendations and/or conveying information; Presents information on various topics related to area of professional expertise in behavior management, for the purpose of communicating information to teachers, parents, students, and other school or community personnel; Researches resources and methods (i.e., intervention and treatment techniques, behavior assessment tools and methods, community resources, etc.), for the purpose of determining appropriate behavioral approaches for students' specific needs; Understands the behavior characteristics typically associated with various school age conditions (e.g., Autism, Behavior Disorders, Traumatic Brain Injury, Intellectual Disabilities, etc.); understands special education regulations; Provides assistance to school personnel regarding procedures related to discipline of special education students; Attends Manifestation Determination Hearings for recommendations for expulsion; Coaches in classrooms to provide fidelity in implementation of evidence based practices; Participates in shore-wide initiatives related to improving services for special education students; Coordinates shore-wide de‑escalation training; Performs related tasks as requested. Additional Duties Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Knowledge, Skills and Abilities Knowledge Knowledge of special education law and the special education process. Knowledge of applied behavior analysis, behavioral principles, and state and district policies. Skills Skill in applying behavioral principles to support student needs. Skill in crisis intervention and de‑escalation. Skill in developing, documenting, and implementing behavioral interventions. Skill in conducting observations, functional behavior analyses, and developing behavior intervention plans. Skill in interpreting behavioral data. Skill in presenting ideas clearly and effectively, both verbally and in writing. Skill in maintaining accurate documentation of contacts and interventions. Skill in effective communication with staff, parents, students, and community partners. Abilities Ability to work independently and manage multiple tasks under time constraints. Ability to collaborate effectively with school staff, families, students, and community agencies. Ability to demonstrate flexibility, including spontaneous travel within the district. Ability to sit for prolonged periods and complete classroom and student observations. Ability to write clear, concise reports using proper grammar and professional language. Ability to meet the physical demands of the position, including lifting and carrying, reaching and handling, speaking and hearing conversations, and maintaining near and far visual acuity. Ability to maintain a valid driver's license and dependable transportation. Travel Requirements Travels to school district buildings and professional meetings as required. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position. Work may include noisy and/or disruptive student behavior; may also include exposure to student's body fluids. This is moderate work requiring the exertion of up to 50 pounds of force occasionally and up to 20 pounds of force frequently and a negligible amount of force constantly to move objects; work requires stooping, kneeling, crouching, reaching, pulling, lifting, grasping, standing, walking, pushing, and repetitive motions; vocal communication is required for expressing or exchanging ideas by means of spoken word and for conveying detailed or important instructions to others accurately, loudly, or quickly; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions, noise and hazards. Education/Experience Must possess a master's degree in special education, School Psychology or Counseling, or ED, MR, SPH, or General or Modified Curriculum endorsements. Preferred Completion of a BCBA (Board Certified Behavior Analyst) or enrolled in BACB (Behavior Analyst Certification Board) approved coursework and pursuing BCBA or completion of a BCBA Certificate Program. Must have equivalent experience and training and meet the Virginia Department of Education licensure eligibility requirements for licensure. Experience working in a school-based setting with student behavior management, working knowledge of positive behavioral supports, ability to write valid IEPs, and strong knowledge of IDEA and 504 procedures preferred. The applicant must be willing to attend summer professional development. Completion of BCBAand prior relevant experience is preferred. FLSA Status: Exempt 11‑month #J-18808-Ljbffr