Early Childhood Behavior Support Specialist

JOB SUMMARY


The Early Childhood Behavior Support Specialist provides training, coaching, consultation, and direct behavioral support for preschool programs, staff, students, and families. Under the direction of the Preschool Coordinator, the Office of Special Education, and in collaboration with school principals, the specialist supports the implementation of evidence-based behavioral and social-emotional practices within early childhood settings. The behavior support specialist assists preschool teams in creating inclusive, structured, and supportive learning environments while developing and implementing individualized behavioral interventions for preschool students demonstrating social-emotional, developmental, behavioral, or communication needs.

ESSENTIAL JOB FUNCTIONS:


The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Assist preschool teachers and paraprofessionals with classroom organization, environmental structure, visual supports, sensory supports, schedules, and classroom systems that promote positive behavior and student engagement;
• Support the implementation of evidence-based practices (EBPs) for preschool students with behavioral, developmental, communication, and social-emotional needs;
• Provide ongoing coaching and embedded professional development to preschool teachers and paraprofessionals regarding behavior supports, social-emotional instruction, de-escalation strategies, and classroom management techniques;
• Provide expertise in the collaboration, development and implementation of Tier 3 Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs), and/or Behavior Education Plans (BEPs);
• Assist staff in implementing progress monitoring systems and analyzing behavioral data to evaluate intervention effectiveness;
• Provide direct behavioral and social-emotional support to preschool students individually, in small groups, and within classroom environments;
• Model and teach age-appropriate communication, self-regulation, emotional awareness, conflict resolution, play skills, and positive peer interactions;
• Support preschool students displaying impulsive, aggressive, avoidant, anxious, or dysregulated behaviors;
• Assist preschool staff in implementing trauma-informed practices and proactive behavior prevention strategies;
• Provide consultation regarding students with Autism, developmental delays, and other disabilities who demonstrate behavioral challenges;
• Collaborate with teachers, administrators, school psychologists, related service providers, counselors, and families to support student success;
• Participate in Child Study, IEP, eligibility, transition, and multidisciplinary team meetings as appropriate;
• Implement effective crisis prevention, de-escalation, and safety procedures when necessary;
• Assist in the implementation of individualized safety plans and preventative supports;
• Provide professional development and training opportunities related to preschool behavior, Autism, social-emotional development, and evidence-based interventions;
• Maintain accurate records, documentation, progress monitoring data, and required reports in a timely manner;
• Maintain confidentiality of student and school information in accordance with division policies and state/federal regulations; and
• Perform other assigned duties.

MINIMUM REQUIREMENTS TO PERFORM WORK:

• Must possess a Bachelor's Degree in Early Childhood Education or Special Education
• Three (3) years of successful experience in a school setting working with children with behavioral disabilities, social skill or emotional control deficits.
• Or equivalent training, education, and/or experience.
• Board Certified Behavior Analyst preferred.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Knowledge of Culpeper County Public Schools framework of MTSS for behavior, behavior functions and intervention plans, school policies.
• Knowledge of data collection methods, analyzing data and assessing behavior.
• Knowledge in developing, planning and implementation of behavior interventions based on data and behavior functions.
• Understanding of trauma, its impact on behavior, and evidenced-based strategies to ameliorate the effects of trauma.
• Understanding of the escalation cycle and effective methods of de-escalation.
• Ability to demonstrate patience, respect, a receptive attitude towards students regardless of gender, age, race, ethnicity, sexual orientation, gender identity, religion, or disability.
• Ability to utilize collaborative skills with school staff to assure implementation and maintenance of intervention plans.
• Ability to help create and support an instructional environment conducive to effective learning for all children.
• Ability to respect confidential information and the individual's right to privacy.
• Ability to communicate openly and effectively with students, colleagues, administration, parents, central office, and community patrons.
• Ability to demonstrate excellent oral and written communication skills.
• Ability to model professional, moral, and ethical standards as well as personal integrity in all interactions within the school and within the community.

SPECIAL REQUIREMENTS:


None

PHYSICAL DEMANDS:


Work is typically performed in the school: ?frequent walking, standing, stooping, lifting, up to approximately 40 pounds, and occasional lifting up to approximately 50 pounds may be required. ?Other physical abilities are required to promote the safety of students or others. Travel to schools throughout the division and central office is required. ?Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; manual dexterity to use a telephone and enter data into a computer, visual acuity is required for preparing and analyzing written or computer data and observing general surroundings and activities.

WORK ENVIRONMENT:


Work environment exposes the employee to inside and outside environmental conditions. Regular contact with students, staff members, administrators, and parents is required. Contact with parents by phone and in person is necessary. Timely and regular attendance is an expectation of performance for all CCPS employees. To ensure adequate staffing, positive employee morale, and to meet expected productivity standards throughout the organization, employees will be held accountable for adhering to their workplace schedule.


EVALUATION:


The supervisor will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.