District Behavioral Specialist-Special Education
Overall Purpose
The job of District Behavioral Specialist is done for the purpose of delivering appropriate intensive behavioral services to the students of the school district. These services will be 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.
Direct Supervisor
Executive Director of Special Education
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 schools 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.
Competencies
• 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 to satisfactorily perform the functions of the job 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 to satisfactorily perform the functions of the job 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 to satisfactorily perform the functions of the job 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
Fair Labor Standards Act
Exempt
Primary and Secondary Education
Health Care Provider
Full-time