EC Behavior Support Specialist 26-27 SY

JOB TITLE: EC BEHAVIOR SUPPORT SPECIALIST

FLSA STATUS: EXEMPT

GENERAL STATEMENT OF JOB


Serves as designee of the Program Administrator in coordinating services to support students, school personnel, and families when behavior issues interfere with a student's access to the general curriculum.


DUTIES AND RESPONSIBILITIES

• Collaborates and problem solves with other school professionals, parents, and community agencies to assess needs and develop supports for students who display significant behavioral needs.
• Displays leadership ability when assisting staff members, parents and other professionals to more effectively support students with behavioral needs.
• Effectively participates in IEP team meetings for students at assigned schools with significant behavioral needs. Presents Functional Behavioral Assessments (FBAs) Behavior Intervention Plans (BIPs), behavioral data, and other intervention ideas at an IEP team meeting for the IEP team's consideration.
• Assists school professionals in the recording and graphing of behavioral data, conducting functional behavioral assessments, creating behavior intervention plans, and monitoring the effectiveness of the behavior intervention plans.
• Assists school professionals with facilitating and conducting Manifestation Determination Reviews.
• Provides coaching support and training to increase school professional's knowledge of disabilities including principles of behaviorism, developmental disabilities, behavioral/emotional disabilities and supporting students in crisis.
• Provides support for students having difficulty with transitions, including transitions to and from alternative programs.
• Effectively evaluates and synthesizes a cumulative body of research findings as a foundation for intervention support for students.
• Effectively coaches other professionals on how to provide direct services to students (may include social skills training, crisis interventions, counseling support, or specially designed instruction for behavioral goals).
• Assists with disciplinary procedures and procedural safeguards for students in the Exceptional Children's program including manifestation determinations, and disciplinary removals.
• Participates in required staff meetings including Behavior Support Team meetings, Service Review, and Joint Staffing meetings.
• Communicates effectively in a positive, professional, and confident manner with other staff members, administrators, parents, Exceptional Children's program staff, and Behavior Support Team members.
• Displays professionalism that includes wearing correct attire for assigned duties, communicating with appropriate staff regarding anticipated absences, following workplace procedures, arriving at work consistently and on time, following through with any plans outlined for students in a Behavior Support Team meeting or service review, and respects confidentiality of student information.
• Effectively organizes and prioritizes various job responsibilities and tasks
• Effectively builds relationships with students to increase "buy in" for behavioral interventions and supports
• Other duties as assigned

OTHER RESPONSIBILITIES:


Performs other work related duties as assigned by the Program Administrator

MINIMUM TRAINING AND EXPERIENCE

• Bachelor's degree from an accredited college or university; Master's preferred
• Exceptional Children's Teacher, Social Work, Counselor, Board Certified Behavior Analyst or Psychology background with behavioral expertise preferred
• CPI Certification (Non-violent Crisis Intervention)
• Five or more years experience working in a school setting, including classroom teaching experience
• Knowledge of and experience with programming for crisis prevention intervention, behavior intervention plans, and functional behavioral assessments
• Data collection and analysis
• Strong interpersonal and conferencing skills
• Experience with spreadsheets including google sheets and excel preferred
• Strong presentation and training skills preferred
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable

MINIMUM STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS:

Physical Requirements: Must be able to use a variety of equipment such as computers, copiers, and a variety of audiovisual equipment etc. Must be able to exert up to 20 pounds of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Light Work usually requires walking, standing and bending to a significant degree.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, newsletters, journals, procedures, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office and audiovisual equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office and audiovisual equipment. Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER


This job description is designed to indicate the general nature and level of work performed by employees within the classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees in this job. It is not a contract or guarantee of employment, salary or benefits.