District Behavioral Specialist
About the Role
The District Behavioral Specialist delivers appropriate intensive behavioral services to the students of the school district. These services are provided through in-service training with faculty and staff, behavioral observations, functional behavioral analysis (FBA), Behavior Intervention Plan (BIP), and teacher/administrator consultations; and by maintaining a professional working relationship with other school personnel and community agencies to promote better educational programs and mental health. This position reports to the Director of School Supports.
Essential Functions
- Coordinates the development and implementation of appropriate behavior management techniques/behavior intervention plans for the purpose of providing a safe and effective educational environment for students with challenging behaviors.
- Monitors behavior intervention plan implementation for students through collection of data to ensure student success.
- Develops and maintains behavior data and creates graphical data representations and reports for progress monitoring of students.
- Collaborates with teachers, administrators, and parents to provide research-based and/or peer-reviewed interventions.
- Works collaboratively with administrators to identify professional development needs regarding effective interventions, trauma-informed care, FBAs/BIPs processes, data collection processes, MindSet, etc.
- Assists with student crisis intervention.
- Assists in debriefing crisis teams in situations in which advanced control procedures are utilized.
- Completes all reporting requirements as mandated by the district (i.e. restraint and seclusion, assessments, behavioral data).
- Serves as a member of the school's PBIS Team.
- Collaborates with school administrators, counselor, behavior interventions, psychologist, social worker and other staff to ensure a cohesive wrap around support plan is developed and implemented for students with challenging behaviors.
- Keeps abreast of new developments in the field through research, staff development, and attendance at conferences.
Marginal Functions
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Skills-Based Competencies
Required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required include: adhering to safety practices and procedures; analyzing data; applying physical restraint practices; facilitating meetings; operating standard office equipment and office technology; planning and managing projects; preparing and maintaining accurate records; using curriculum and instructional techniques.
Knowledge-Based Competencies
Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required include: age appropriate activities/behaviors; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; health standards and hazards; job-related codes/laws/rules/regulations/policies; knowledge of community resources; methods of instruction and training; recordkeeping and record retention practices; school safety and security practices; stages of child development; treatment modalities.
Ability-Based Competencies
Required to schedule a number of activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize specific, job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability-based competencies required include: adapting to changing work priorities; communicating with persons of diverse backgrounds; dealing with frequent interruptions; maintaining confidentiality; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working with detailed information/data; working with frequent interruptions.
Requirements
- Three (3) years' successful teaching experience
- Master's degree or higher in education, psychology, behavior analysis, or related field
- Board Certified Behavior Analyst preferred
Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing.
Continuing Education/Training
- Maintains all certifications and licenses
Clearances
- Criminal Justice Fingerprint Background Clearance