Behavior Counselor - Kennedy High School

Summary Of Classification

This class is accountable for providing behavioral resources and intervention programs. Guidelines for Class Use: This job classification focuses on responding to repeated Level 1 Behaviors and Level 2 Behaviors and on implementing a positive behavior management system in order to improve student behavior and enhance academic skills. The management of the behavior system includes, but is not limited to, collecting and tracking data pertaining to students and school wide patterns, training staff in de-escalation strategies, implementation of positive behavior plans/climate plans and general climate improvement.

Minimum Knowledge, Skills And Abilities

• Knowledge of applicable local, state, and federal rules, regulations and laws;

• Knowledge of behavioral modification strategies;

• Knowledge of biological, cognitive and social-emotional development of adolescents stages;

• Knowledge of child development;

• Knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;

• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

• Knowledge of educational testing;

• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Knowledge of puberty, cognition, morality, identity, relationships, school, work and culture of adolescents;

• Knowledge of relevant Board of Education policies and District administrative procedures;

• Knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom or other school setting;

• Considerable interpersonal skills;

• Critical thinking and problem solving skills;

• Excellent organizational skills;

• Oral and written communications skills;

• Skills in interpersonal relations, especially regarding working as a member of a team;

• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);

• Ability to express ideas clearly;

• Ability to engage youth;

• Ability to facilitate group interaction;

• Ability to mediate and resolve conflict;

• Ability to utilize computer software;

• Ability to utilize relevant assessment tools, and integrate the results of the assessments into the District truancy plan;

• Ability to work with individuals from diverse backgrounds.

Position Supervises

May provide work direction to paraprofessionals.

Essential Functions

• Adds addresses negative student behaviors and assists students with altering their behavior;

• Affords assistance in implementing behavioral education plans;

• Affords assistance to students in participating in general school activities and is responsible for safety and personal conduct of students;

• Collaborates and coordinates with the building administrator the early intervention of behavioral issues and de-escalation of students in crisis;

• Communicates policies and protocols to families and staff;

• Encourages the improvement in student attitude and behavior, school atmosphere, academic performance and personal growth;

• Explores ways to engage students to effect positive attitudes and control on behavior;

• Facilitates in obtaining resources related to the flow of students removed from the class or school;

• Implements the Safe School and Positive Climate Handbook;

• Incorporates Positive Behavioral Interventions and Supports (PBIS) standards and framework into classroom and individual behavioral management strategies and recommendations;

• Instills collective values and encourages behavior that is acceptable for the classroom and school environment;

• Maintains logs and prepares timely accurate reports regarding incidents and progress to adjust behaviors;

• Participates as a member of the school's interdisciplinary team;

• Promotes and facilitates peer support groups;

• Provides behavioral resources and intervention services to students;

• Provides students with strategies and skills to meet expected behavioral and academic requirements;

• Reviews and reports on referrals, bullying and other data;

• Reviews and responds to Level 1 and Level 2 referrals;

• Serves as a first responder to assist staff members with students' negative behaviors;

• Utilizes disciplinary action to stimulate an opportunity to reflect and learn about consequences;

• Works closely with all constituents to correct discipline problems as they occur;

• Works with school staff and parent or guardian of student;

• Performs related duties as required.

Working Conditions, Physical And Mental Requirements

• Depth Perception: X

• Standing: X

• Color Distinction: X

• Walking: X

• Peripheral Vision: X

• Sitting: X

• Driving: L

• Lifting: X

• Physical Strength: Carrying: X Little Physical Effort (-10 lbs.) X Pushing: X Light Work (-20 lbs.) X Pulling: X Medium Work (20-50 lbs.) X Climbing: X Heavy Work (50-100 lbs.) X Balancing: X Very Heavy Work (100+ lbs.) X Stooping: X Environmental Conditions: Cold (50 degrees F or less): X Crouching: X Heat (90 degrees F or more): X Crawling: X Temperature Changes: X Reaching: X Wetness: X Handling: X Humidity: X Grasping: X Extreme Noise or Vibration: X Twisting: X Exposure to Chemicals: X Feeling: X Exposure to Gases and Fumes: X Talking: X Exposure to Unpleasant Odors: X Hearing: X Exposure to bodily fluids: X Repetitive Motion: X Exposure to dampness: X Hand/Eye/Foot Coordination: X Confinement to Small or Restricting Area: X Visual Acuity/Near: X Mechanical Hazards: X Visual Acuity/Far: X Physical danger or abuse: X