MTSS Behavior Specialist

MTSS Behavior Specialist

The MTSS Behavior Specialist performs professional work in behavior management for general education students through embedded, visible support to the teachers providing behavior intervention. Additionally, engages staff in the study and use of effective classroom management and intervention strategies for all students, provides support systems to implement district PBIS with fidelity, and create coordinated professional development that is responsive to student behavior data and teacher management needs. The MTSS Behavior Specialist shall serve as liaison between schools and the district.

Qualifications:

• Education/Certification: Certified educator (general or special education) or Bachelor's degree that was conferred in behavior analysis or other natural science, education, human services, engineering, medicine or a field related to behavior analysis.
• Special Knowledge/Skills: Knowledge of measurement of behavior Knowledge of displaying and interpreting behavioral data Knowledge of behavioral change procedures and systems support Demonstrates knowledge of the PBIS and its role in behavior support. Knowledge of procedures for assessing behavioral functioning for educational purposes Knowledge of prevention and intervention strategies, including behavior management interventions Knowledge of current methods and techniques of behavior management and analysis including functional behavior assessment and other confirmed evidence-based practices for behavior management. Strong consultation skills for conferencing with teachers, parents, and students Excellent organizational, communication, and interpersonal skills CPI training preferred.
• Experience: Two year's experience providing behavioral services. Three years teaching experience.

Major Responsibilities and Duties:

• Behavior Management: Analyze and interpret behavioral data. Develop behavior management plans based on data. Provide supplemental resources/materials to teachers to help students meet basic grade level behavior standards. Assists in the planning, developing, and implementation of student behavior support plans. Assist parents, diagnosticians, related service staff, community services personnel, classroom teachers, and instructional support teams in early identification, assessment and intervention planning for students with social, emotional and/or behavioral needs.
• Consultation: Consult with school staff regarding development and implementation of behavior intervention plans and in managing behaviorally disruptive students. Provide staff development training in assigned schools to assist school personnel with understanding students with social, emotional, and behavioral challenges and the best practices of behavior management. Consult with teachers and relevant staff concerning the educational needs of students with behavior challenges. Collaborates with school counselors and other school and district personnel to implement and maintain research-based behavioral interventions. Consult with classroom teachers regarding management of student behavior and providing intervention. Consult with district school psychologists regarding needs of the students.
• School Visitation: Supports the creation of school environments which build mutual respect among leadership, teachers, students, and families. Facilitate and support the implementation of Positive Behavior Interventions and Supports (PBIS) for students. Develop and manage an in-classroom support schedule including meetings with teachers to analyze student behavior data, review classroom management, and plan for tiered behavior support. Establish and maintain campus visitation weekly for the purpose of identifying needs. Observe informal interactions between teacher(s) and student(s) to identify strengths and weaknesses for informing professional development options.
• Communication: Maintain a positive and effective relationship with supervisors. Maintain a professional relationship with colleagues, students, parents, and community members. Use effective communication skills to present information accurately and clearly.
• Program Management: Increase the quality and effectiveness of Tier II and Tier III Behavior Intervention to include documentation and accountability of supports to show degrees of response to intervention to inform future support and potential evaluation processes. Provide on-going training and support to campus leadership teams, teachers and district staff on Behavior RTI and provide timely, targeted, and systematic interventions to students. Maintain current knowledge of educational research, materials and strategies by attending meetings, training and conferences pertaining to district identified behavior intervention processes. Participate in professional development activities to improve skills related to job assignment and obtain appropriate number of continuing education hours necessary to maintain certification(s). Maintain ethical standards as required by SBEC. Complete all other duties as assigned.
• Other: Maintain confidentiality. Participate in professional development activities to maintain current knowledge of rules, regulations, and practices. Perform other duties as required by the Supervisor and/or Superintendent. Follow district safety protocols and emergency procedures. Must be present regularly in person. Attend and participate in assigned meetings as required.

Supervisory Responsibilities: None. Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress. Regular district-wide travel to multiple work locations as assigned; moderate lifting and carrying. May be required to lift and transfer students. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.