Primary Purpose:

Provide analysis and behavior management plans for students. Provide support, professional learning, and training for administrators, teachers, staff, and parents regarding appropriate behavior intervention techniques. Conduct assessments and develops plans in alignment with state and federal law, IDEA, district policy, and other applicable laws, policies, and regulations to address and manage children with challenging behaviors.

Minimum Qualifications:

Bachelor’s degree from an accredited university in a job-related area

Master’s degree in Special Education, Applied Behavior Analysis, or related field

Board Certified Behavior Analyst Certification

Required Experience:

Three (3) years’ experience specializing in adolescent behavior management, working with adults who support students with challenging behaviors, or related experience.

Knowledge/Skills:

Ability to establish rapport and work constructively with staff, students, parents, community members.

Ability to creatively solve problems and work through the conflict resolution process

Knowledge of special needs of students in assigned area

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting and implementation, conducting a Functional Behavior Assessment (FBA) and writing a Behavior Intervention Plan (BIP)

Knowledge of behavior and social skill intervention techniques and methodology

Ability to evaluate program effectiveness and compliance

Ability to work with students with pervasive developmental disabilities and behavioral challenges

Ability to develop and facilitate training to adult learners

Ability to create and interpret evaluation data for program planning and implementation

Strong organizational, communication, and interpersonal skills

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required)

Behavioral, Instructional, and Program Management

• Collaborate with administrators, teachers, staff and parents/guardians to provide research-based and/or peer-reviewed interventions
• Design and develop intervention plans, Behavioral Intervention Plans (BIP) and provide support to instructional staff in implementing BIPs and classroom management strategies
• Model implementation of behavior intervention strategies to teachers, administrators, and staff
• Monitor the effectiveness of behavioral interventions and recommend changes as needed
• Provide counsel and crisis support when needed for campuses to best support student and staff success
• Conduct Functional Behavioral Assessment (FBA) based on observation of students in school, home, and community environments. Work with school staff and parents in teaching socially acceptable behaviors to students based on individual needs
• Provide techniques or other evidence-based methodologies related to addressing the needs of students with behavior challenges
• Assist teachers, administrators, and staff with identifying students strengths and weaknesses to match appropriate interventions, techniques, skills, technology, and materials
• Develop, support, and implement reinforcement based classroom management systems
• Develop, collect and maintain behavioral data and create graphical data representations and reports for progress monitoring
• Travel from site to site, campus to campus, and perform home visits for consultation, training, and collaboration
• Plan, model, and oversee the development and implementation of programs, policies, and best practices related to instruction and behavior management
• Develop plans and supports along with aggressive replacement plans to assist staff with managing assaultive behaviors
• Participate in Admission, Review, and Dismissal (ARD) committee meetings. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting Individual Educational Plan (IEP) goals
• Create and assist district staff with the development and implementation of behavior plans for students that present behavior challenges
• Work with students who exhibit inappropriate behaviors and provides support and professional learning for staff to address these needs
• Manage student behavior, implement restorative practices, including intervening in crisis situations and physically restraining students when necessary and appropriate
• Audit, design, implement, and facilitate district-wide and campus-based behavioral programming, interventions, and assessments

Training and Staff Development

• Identify district staff development needs, develop and facilitate training, and coach campus personnel to continually develop and enhance behavioral assessment and behavioral programming supports for students and staff, and intervention skills
• Coordinate and provide at school and in-home behavior management training for parents as needed
• Attend relevant professional meetings and workshops to maintain proficiency and to acquire new ideas for behavior and intervention improvement. Train appropriate staff on new information learned from professional development

Other

• Take all necessary and reasonable precautions to protect students, staff, equipment, materials, and facilities
• Compile, maintain, and file all physical and computerized reports, records, and other required documents
• Keep informed of and comply with federal, state, district, and school regulations and policies
• Assist administration with parent concerns and complaints as needed
• Maintain all required certification/licensure, professional certifications, and district approved de-escalation and restraint or containment training

Supervisory Responsibilities:

Provide direction, input, and support to administrators for the behavior specialists and behavior program staff

Equipment:

Computer, computer software programs and peripherals, printer, scanner, calculator, copier, fax, and other equipment applicable to the position

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors

• Work irregular and extended work hours to include holidays and weekends
• Occasional statewide travel
• Work with frequent interruptions and maintain emotional control under stress
• Continual standing, walking, lifting, carrying, stooping, bending, and kneeling
• Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration
• Occasional exposure to biological hazards (communicable diseases, bacteria, insects, mold, fungi), work outside, work around moving objects or vehicles, work on uneven surfaces