Purpose Statement
The job of Student Support Specialist is done for the purpose/s of: providing support to the instructional program with specific responsibilities for effecting positive behavioral change in students; providing positive behavioral interventions and support for students; supporting classroom teachers in the implementation of positive behavioral interventions and supports for students; working within the building MTSS framework by intervening with students with distractive and disruptive behaviors; and complying with mandated policies, regulations and/or procedures.
Essential Functions
Administers programs and services for students with behavioral challenges for the purpose of ensuring program eligibility and compliance with established guidelines.
Assists students and staff to improve student behavior for the purpose of providing a safe and secure educational environment dedicated to academic success.
Assists in developing procedures and training materials for District staff involved with disruptive students (e.g. school-wide positive behavioral expectations, supports, guidelines, etc.) for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
Confers with teachers, principals, families and other school staff for the purpose of working collaboratively with students identified with challenging behaviors.
Cooperates with other District at-risk program staff, administration and instructional staff for the purpose of providing a quality educational program for students.
Coordinates with school staff regarding identified disruptive students for the purpose of developing plans to direct efforts and interventions ensuring school success.
Instructs students individually and in small groups (e.g. appropriate behavior, problem solving, conflict resolution, de-escalation techniques, academics, social behavior, etc.) for the purpose of providing students with coping skills and educational success.
Maintains, organizes, and develops manual and electronic files (e.g. monthly disciplinary reports, guidelines, procedures, antidotal notes, ) for the purpose of documenting various activities of the program and student interactions.
Participates in a variety of meetings, workshops and committees for the purpose of conveying and/or gathering information required to perform functions and remain knowledgeable with program guidelines.
Responds to teacher requests for assistance with students with challenging behaviors for the purpose of controlling the situation and following developed procedures for dealing with disruptive behavior.
Major Duties and Responsibilities (may include, but are not limited to the following)
Provides behavioral support and training to teachers, children and staff. Responsible for the delivery of a structured environment that includes the use of diverse evidence-based strategies for the support of students with behavioral needs.
Conduct simple functional behavioral assessments and design, implement and monitor behavior intervention plans for individual students.
Plans and supports implementation of the essential components of an instructional program for students with behavioral needs to include: early intervention, predictability and structure, functional assessment of behaviors, development of behavior intervention plans and systematic data monitoring.
Provides support for the development of individualized student and family centered educational plans in collaboration with school teams and district administrators.
Works as a member of the district’s Behavior Support Team and with members of school teams to assess student needs, determine appropriate interventions, set up appropriate progress monitoring plans, analyze student data and complete simple functional behavioral assessments with behavior intervention plans in order to provide appropriate behavioral supports for students.
Trains and coaches staff in behavioral strategies around conflict and crisis management, anger control, trauma-informed practices, and goal setting.
Respond to assaultive behaviors utilizing district-approved crisis intervention training.
Assists in the creation of a transition support program to ensure that students receive skills necessary for successful inclusion in general education classrooms and for transition to district middle or high schools.
Provides crisis response and management for students who are experiencing significant behavioral and emotional challenges.
Keeps appropriate records and informs administration and staff of student or family contacts.
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform single, 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: conflict resolution; empathy; emotional composure; effective listening; instructional techniques; interpersonal aptitude; monitoring activities; problem solving; and record keeping.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical problems. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: age-appropriate activities/behaviors; codes/laws/rules/regulations/policies; curriculum and instructional; English grammar/punctuation/ spelling/vocabulary; treatment modalities and assessment; and behavioral interventions.
ABILITY is 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 and similar 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 may require independent interpretation; and problem solving with equipment is limited. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adaptability/flexibility; communication with persons of diverse backgrounds/knowledge/skills; confidentiality; decision making; motivating others; taking initiative; innovation; and problem solving.
Responsibility
Responsibilities include: working under direct supervision using standardized routines; leading, guiding, and/or coordinating others; utilization of some resources from other work units is often required to perform the job's functions. There is some opportunity to impact the organization’s services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally, the job requires 60% sitting, 35% walking, and 5% standing. This job is performed in a generally clean and healthy environment.
Experience: Job related experience working with students with challenging behavior with increasing levels of responsibility is desired.
Education: Bachelors degree in job-related area.
Certificates: Appropriate Wyoming State Department of Education Certificate and/or endorsement
Clearances: Criminal Justice Fingerprint/Background Clearance
HIRING MANAGER: Sean Gorman
Title: Principal, Anderson Elementary School
Phone: 307-771-2606

Purpose Statement
The job of Student Support Specialist is done for the purpose/s of: providing support to the instructional program with specific responsibilities for effecting positive behavioral change in students; providing positive behavioral interventions and support for students; supporting classroom teachers in the implementation of positive behavioral interventions and supports for students; working within the building MTSS framework by intervening with students with distractive and disruptive behaviors; and complying with mandated policies, regulations and/or procedures.
Essential Functions
Administers programs and services for students with behavioral challenges for the purpose of ensuring program eligibility and compliance with established guidelines.
Assists students and staff to improve student behavior for the purpose of providing a safe and secure educational environment dedicated to academic success.
Assists in developing procedures and training materials for District staff involved with disruptive students (e.g. school-wide positive behavioral expectations, supports, guidelines, etc.) for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
Confers with teachers, principals, families and other school staff for the purpose of working collaboratively with students identified with challenging behaviors.
Cooperates with other District at-risk program staff, administration and instructional staff for the purpose of providing a quality educational program for students.
Coordinates with school staff regarding identified disruptive students for the purpose of developing plans to direct efforts and interventions ensuring school success.
Instructs students individually and in small groups (e.g. appropriate behavior, problem solving, conflict resolution, de-escalation techniques, academics, social behavior, etc.) for the purpose of providing students with coping skills and educational success.
Maintains, organizes, and develops manual and electronic files (e.g. monthly disciplinary reports, guidelines, procedures, antidotal notes, ) for the purpose of documenting various activities of the program and student interactions.
Participates in a variety of meetings, workshops and committees for the purpose of conveying and/or gathering information required to perform functions and remain knowledgeable with program guidelines.
Responds to teacher requests for assistance with students with challenging behaviors for the purpose of controlling the situation and following developed procedures for dealing with disruptive behavior.
Major Duties and Responsibilities (may include, but are not limited to the following)
Provides behavioral support and training to teachers, children and staff. Responsible for the delivery of a structured environment that includes the use of diverse evidence-based strategies for the support of students with behavioral needs.
Conduct simple functional behavioral assessments and design, implement and monitor behavior intervention plans for individual students.
Plans and supports implementation of the essential components of an instructional program for students with behavioral needs to include: early intervention, predictability and structure, functional assessment of behaviors, development of behavior intervention plans and systematic data monitoring.
Provides support for the development of individualized student and family centered educational plans in collaboration with school teams and district administrators.
Works as a member of the district’s Behavior Support Team and with members of school teams to assess student needs, determine appropriate interventions, set up appropriate progress monitoring plans, analyze student data and complete simple functional behavioral assessments with behavior intervention plans in order to provide appropriate behavioral supports for students.
Trains and coaches staff in behavioral strategies around conflict and crisis management, anger control, trauma-informed practices, and goal setting.
Respond to assaultive behaviors utilizing district-approved crisis intervention training.
Assists in the creation of a transition support program to ensure that students receive skills necessary for successful inclusion in general education classrooms and for transition to district middle or high schools.
Provides crisis response and management for students who are experiencing significant behavioral and emotional challenges.
Keeps appropriate records and informs administration and staff of student or family contacts.
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform single, 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: conflict resolution; empathy; emotional composure; effective listening; instructional techniques; interpersonal aptitude; monitoring activities; problem solving; and record keeping.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical problems. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: age-appropriate activities/behaviors; codes/laws/rules/regulations/policies; curriculum and instructional; English grammar/punctuation/ spelling/vocabulary; treatment modalities and assessment; and behavioral interventions.
ABILITY is 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 and similar 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 may require independent interpretation; and problem solving with equipment is limited. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adaptability/flexibility; communication with persons of diverse backgrounds/knowledge/skills; confidentiality; decision making; motivating others; taking initiative; innovation; and problem solving.
Responsibility
Responsibilities include: working under direct supervision using standardized routines; leading, guiding, and/or coordinating others; utilization of some resources from other work units is often required to perform the job's functions. There is some opportunity to impact the organization’s services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally, the job requires 60% sitting, 35% walking, and 5% standing. This job is performed in a generally clean and healthy environment.
Experience: Job related experience working with students with challenging behavior with increasing levels of responsibility is desired.
Education: Bachelors degree in job-related area.
Certificates: Appropriate Wyoming State Department of Education Certificate and/or endorsement
Clearances: Criminal Justice Fingerprint/Background Clearance
HIRING MANAGER: Sean Gorman
Title: Principal, Anderson Elementary School
Phone: 307-771-2606