What are the responsibilities and job description for the Behavioral Assistant position at Roosevelt Middle School?
We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality educators and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer.
JOB GOAL:
1. To build capacity within the district to provide the best clinical support and behavioral services for students with disabilities, students in referral and/or at-risk students in New Bedford in grades pk-12.
2.The Behavioral Assistant functions as a professional in the Special Education substantially separate, behavioral-based and inclusion classroom settings within the New Bedford Public School District.
3.This person may provide individual, group, or classroom support and will work under the direction of teachers, consultants, related service providers, and in collaboration, other para educators, and school-based personnel to meet the goals and objectives of a student’s IEP.
4.Services may include addressing the safety needs related to behavior management and support the development of social and emotional needs, sensory support, and providing academic support to students.
5.The Behavior Assistant in this role will assist in development, implementation, and monitoring of behavioral improvement plans that may require the ability to de-escalate behavior, deliver reinforcement and consequences, collect data, and physical management. Such duties may require the physical ability to lift, escort, hold, and guide students.
6.The Behavior Assistant in this role is asked to review students IEPs with teachers on a regular basis and employ universal precautions related to health and hygiene. The Behavior assistant is expected to utilize de-escalation techniques taught by the New Bedford Public Schools to minimize need for physical intervention. They must have the ability to remain calm during a crisis situation as evidenced by the ability to make quick rational decisions and prioritize immediate student care needs to maintain a therapeutic environment and ensure safety. Employees in this position must also be able to participate in the physical management of students if needed using approved methods only, to maintain safety for extended periods of time.
PERFORMANCE RESPONSIBILITIES:
1.Work thru various aspects of the Special Education/Student Services Department and work with staff (Admin, School Adjustment/Guidance Counselors, teachers, paras, etc.) to develop, implement, and monitor a behavioral improvement plan that meets the needs of the whole student (social, emotional, behavioral, sensory, and academic needs).
2.Provide frequent consultation with all staff at all Comprehensive Behavioral Intervention Programs (CBIP), Trinity Day Academy and Whaling City.
3. Assist in the development of a Response to Intervention (RTI) model for the district to include both in-school and community supports and interventions, to address social, emotional and behavioral learning.
4.Assist in analyzing and collecting of statistical and student data (including behavioral infractions, at-risk forms, discipline) and complete all necessary reports and submit them to the Assistant Superintendent of Student Services.
5.Support the team evaluation process and insurance of all state and federal compliance requirements regarding progress monitoring, data collection, and all relevant other data required by IEP.
6.Attend Team Meetings as necessary to ensure provisions of quality special education, necessary related services, and specialized programming for at risk students, and students with emotional disabilities and behavioral deficits.
7.Keep informed on all legal requirements governing special education.
8. Work collaboratively with all school staff: provide technical assistance and consultation to better support students exhibiting social, emotional, and behavioral difficulties.
9.Work with individual and groups of students in crisis situations, individual, family and group interventions as needed to reinforce learning and behavioral interventions.
10.Support and plan coordination of Extended Year Services (EYS) services for all students who receive programmatic or related services during the summer.
11.Support Functional Behavioral Assessments and Behavior Intervention Plans for students, and support and consult with staff regarding students placed in a 45 day interim educational placement (CBIP, TDA, Whaling City).
12.Maintain accurate, complete, and correct student records as required by law, district, policy and administrative regulation.
13.Attend specific meetings (in and out of district) as assigned by the Assistant Superintendent of Special Education & Student Services.
14. Other duties as assigned by the Supervisor of Clinical/Behavioral Services or the Assistant Superintendent of Special Education & Student Services.
