Support Specialist: Crisis - Riviera Beach Elementary

About the Role

Supports each child's instructional program by managing and supporting appropriate classroom behavior of individuals and groups of students to enable success in the classroom/general education environment. Serves on the school team under the direction of the School Performance Director and school Administrator. Assists with the implementation of crisis management for any student in the school setting and helps staff employ crisis intervention strategies through job-embedded training and direct support to students.

Responsibilities

• Observes students in classrooms and other activities to coordinate intervention strategies with school-based staff and the school community.
• Facilitates the management of students experiencing emotional crisis, including development of behavioral intervention plans.
• Determines and implements appropriate interventions for redirecting behaviorally acting-out children to immediately protect children and staff.
• Implements and documents the established behavioral management system, instituting logical and natural consequences for inappropriate behavior.
• Provides debriefing with child and staff following a crisis, developing appropriate coping behaviors to prevent future crises.
• Assists students in regaining behavioral and emotional control, returning them to class as soon as they are ready.
• Communicates with regular school-based staff on the status and needs of individual students.
• Provides short-term counseling, identifying and applying intervention procedures to assist students in changing inappropriate behavior.
• Establishes and monitors an effective method of data collection and documentation of student behavior.
• Implements crisis and prevention interventions, employing therapeutic restraint as a last resort if a student exhibits behavior dangerous to self or others, in accordance with AACPS Board Regulations.
• Designs and conducts in-service training for professional and support staff (teachers, instructional assistants, therapists, and transportation personnel).
• Keeps current on effective behavior management programs and strategies.
• Performs other related duties as assigned within the same classification or lower.

Requirements

• Associate's Degree in education, psychology, social work, or a related field from a regionally accredited college or university; or an equivalent combination of education and experience.
• One (1) year of crisis/behavior intervention experience.
• One (1) year of experience in data collection and documentation; or an equivalent combination of education and experience.
• Knowledge of strategies, techniques, and processes involved in crisis intervention and debriefing.
• Excellent communication and human relations skills to relate effectively with challenging students and professional colleagues.
• Demonstrated ability to work and communicate with diverse populations.
• Proficiency with business technology applications (e.g., video/web conferencing, Microsoft Office Suite—Word, Excel, Outlook, and/or PowerPoint).
• Must obtain Crisis Prevention Intervention (CPI) Certification issued by AACPS/Crisis Prevention Institute (CPI) within 90 days of employment.

Skills

• Strategies and techniques for de-escalating verbally and physically aggressive children.
• Punctual, regular, and predictable attendance is essential due to direct in-person service provision.

Career Ladder

Qualification requirements for advancement to a higher grade as a new hire or transfer:

• Two (2) additional years of successful experience.
• Successful completion of twelve (12) hours of coursework or workshops in areas such as mental health first aid, trauma-informed strategies, mindfulness and stress management, restorative practices, social-emotional strategies, or related topics.

Eligibility for consideration for advancement from lower grade to higher grade:

• Two (2) years of continuous successful experience in the position at the lower grade level.
• Mastery of all responsibilities and duties of the position.
• Evidence of completion of additional training recommended by supervisor or participation in approved professional development programs.
• Successful completion of a minimum of one professional development within the last two years.
• Successful completion of job-specific professional developments identified on the job description, performance evaluations, or supervisor’s documented recommendation.
• Achievement of identified goals related to district needs as established by the supervisor.
• Consistent maintenance of an effective and orderly work environment.
• Consistent compliance with general office procedures, including standards in the AACPS Employee Handbook, discretion, customer service, regular attendance, and dress code.
• Above satisfactory overall job performance for the two most recent consecutive years of Probationary and Performance Ratings.
• Letter of recommendation written by the supervisor.

Additional requirements for advancement from lower grade to higher grade:

• Successful completion of twelve (12) hours of coursework or workshops in areas such as mental health first aid, trauma-informed strategies, mindfulness and stress management, restorative practices, social-emotional strategies, or related topics.

Physical Demands & Working Conditions

The physical demands and working conditions described are representative of those required to perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities.

• Physical Demands:
  • Standing: between 1/3 and 2/3 of the time.
  • Walking: between 1/3 and 2/3 of the time.
  • Sitting: between 1/3 and 2/3 of the time.
  • Keyboarding: between 1/3 and 2/3 of the time.
  • Talking: between 1/3 and 2/3 of the time.
  • Hearing: between 1/3 and 2/3 of the time.
  • Vision: No special vision requirements with correction.
• Work Environment:
  • Location: Office, school, or similar indoor environment over 2/3 of the time; outdoor environment over 2/3 of the time.
  • Noise Level: Moderate between 1/3 and 2/3 of the time.