Behavior Specialist

Notice of Non-Discrimination & ADA Compliance attached for your review Please visit to view our Certified Salary Guide. SUMMARY Develop behavior plans and positive behavior interventions and supports for students in special education and other students as determined at school site. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following, are non-exhaustive and may be supplemented; other duties may be assigned. To perform this job successfully, an individual must be able to perform each of the essential duties in a satisfactory manner. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties. Provides case management for students in special education. Promotes the Special Education Common Language and shared responsibility to “our students.” Collaborates with the general education teachers and parents to implement proactive behavioral strategies, including Assistive Technology, so students can be successful in the general education setting. Establishes and maintains a proactive, site-based, process to determine the schedule, instruction, and goals and services for each student served. Establishes and maintains a proactive, site-based, process for data collection that provides parents, teachers, and students with an accurate reflection of the student’s growth, effort, and proficiency related to behavioral standards. Consults with the site’s Student Solutions Team and Positive Behavioral Intervention Support team as needed. Provides colleagues with training, guidance on how to deal with specific situations and de-escalation strategies. Provides modeling, coaching, and create incentive systems to promote student success. Coordinates the development of Functional Behavior Assessment and Behavior Intervention Plans and collaborate with others to ensure they are implemented with. Collaborates with colleagues to determine which behaviors require an intervention from the behavior specialist and which behaviors can be resolved in the classroom. Works with site leadership to determine what constitutes a crisis situation, and appropriate roles. Conducts a variety of small group interventions which may include Check In, Check Out, social skills instruction, lunch buddies and after school clubs. Supervises and trains support staff regarding student needs. This position will also supervise assigned students. Is an active, visible participant in the school community. Provides active positive feedback and support to paraprofessionals and other staff. Knows the community resources. Monitors the activities of paraprofessionals, as assigned. SUPERVISORY RESPONSIBILITIES None. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. EDUCATION and/or EXPERIENCE Bachelor’s Degree in Social Work, Counseling, Special Education, Psychology or a related field. Experience working with student with severe behavioral and emotional issues. Any equivalent combination of training or education with a minimum of 3+ yrs. of applicable experience will be accepted. Must be skilled in behavior intervention, be certified in “restraint training” or be willing to attend training and implement practices. Desired: Master’s Degree in Social Work, Counseling, Special Education, Psychology or a related field. CERTIFICATES, LICENSES, REGISTRATIONS Valid Arizona Special Education K-12 ED teaching certificate OR Valid Arizona Special Education K-12 Cross Categorical Certificate Valid Arizona IVP Fingerprint Clearance Card LANGUAGE SKILLS Ability to read and interpret educational documents such as IEP’s, reports, behavior plans and progress notes. Ability to write routine reports and correspondence. Ability to speak effectively to employees of the organization. MATHEMATICAL SKILLS Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. REASONING ABILITY Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, feel and type; reach with hands and arms; and talk or hear. The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Classroom environment. Indoors and outdoors. All weather conditions/temperatures. Playground environment. The noise level in the work environment is usually moderate but may infrequently become very loud. May be infrequently exposed to dust, gas, and fumes. #J-18808-Ljbffr