Anticipated 1.0 FTE Behavior Specialist/Behavior Interventionist

POSITION OBJECTIVES:

To provide appropriate specialized instruction and accommodations to assigned student(s) under the supervision of a special educator, employment & transition professional, and/or classroom teacher. To function semi-independently (although still under the direct supervision of a special education case manager or intervention coordinator) to direct, adjust or develop elements of the identified intervention for a student or group of students.

The pay range for this position (Behavior Specialist/Behavior Interventionist) for the 2024-2025 school year is $27.61 to $29.43 per hour depending upon education and experience.

Job ID# 4967908

ESSENTIAL DUTIES AND RESPONSIBILITIES

Under the direction of a professional:

• Carry out instructional activities with students, relevant to the assigned specialty area, under the direction of special education case manager or professional coordinating the intervention in collaboration with classroom teacher(s). Instructional activities include, but are not limited to:
• Integrating instructional, behavioral and communication interventions into the classroom
• Behavior Interventionist: Implementation of highly specialized behavior intervention programs in collaboration with special educator and/or classroom teacher. Such interventions could include implementing non-aversive restraint techniques in accordance with established district and state protocols as necessary.

• Know and follow the written plan for assigned students, including tutoring the student in academic and vocational skills, implementing instructional plans as developed by the supervising professional.
• Participate in coordination meetings with classroom teachers, special service teachers, and other staff on a regular basis.
• In consultation with classroom and/or special education teacher, adapt general classroom material/methods as appropriate to meet the needs of students,
• When applicable, participate in various community activities and field trips with students.
• Assist in the administration of informal assessments to determine student progress and/or level of achievement.
• Assist in developing, compiling and organizing instructional materials, under the direction of the classroom teacher or special educator.
• Play a supportive role in evaluating student progress, problems and needs. Participate in developing formats for student instruction and teaching strategies, and other activities as assigned. Conduct task analysis and data collection on student performance.
• Assist students as required with personal care and mobility issues.
• Maintain working files, record grades and gather and record a variety of data related to student performance, progress and behavior.
• Participate in team meetings upon request to assist in developing student plans, and assessing and evaluating student needs and progress. Confer with teachers, parents and administrators as appropriate concerning various matters pertaining to the students
• Attend and participate in all relevant training sessions, meetings and professional growth activities as requested and/or required.
• Establish and maintain a positive and supportive relationship with student and school personnel
• Provide support to additional student(s) when not engaged with their assigned student(s)
• Assist students to fully participate in school activities while encouraging independence for the student
• Follow all building and district directives, procedures and policies

SUPERVISION RECEIVED:

Supervision is received from a special education case manager, the professional who is coordinating the intervention, or as assigned by an administrator.

SUPERVISORY RESPONSIBILITIES:

No formal supervisory duties.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Bachelor’s degree or equivalent training in the specialized area associated with the position. Specialized areas may include (but are not limited to):

• Skilled academic intervention in the area of reading or mathematics, including the ability to direct, adjust and/or develop intervention under the direction of a professional.
• Behavior intervention (as defined by VT Agency of Education), including the ability to provide targeted, specific interventions, collect extensive data and participate in the analysis of that data (including interval data, weekly graphs and progress reports). Interventions may include the use of restrictive behavior interventions as called for in BIP.
• Communication facilitation (implementation of a multi-modal communication system that may include: the programming hi- and lo-tech AAC devices, a high level of fluency in American Sign Language, Picture Exchange Communication [PECS], etc.)
• Employment & transition (support for students in vocational settings, including the ability to work with a transition professional to analyze work skills and carve employment experiences for transition aged youth)
• Language Skills. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively. Ability to provide effective instruction and receive constructive feedback.

• Mathematical Skills. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry may be necessary.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Ability to use adaptive equipment desired.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to anticipate and diffuse emotionally explosive situations.
• Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress.
• Other Qualifications. Training/experience working with children/adolescents desirable. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). Ability to remain calm and efficient in responding to medical emergencies. Licensed driver with a reliable personal vehicle, an appropriate level of insurance and a clean driving record, if required by assignment.
• Additional Competencies. The individual in this position must possess the following:

• Dependability – being reliable, punctual, responsible and fulfilling obligations.
• Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail – being careful about detail and thorough in completing work tasks.
• Integrity – being honest and ethical.
• Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
• Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation – preferring to work with others rather than alone, and being personally connected with others on the job.

CVSD is committed to ensuring that all of our students achieve our mission - which means we are committed to developing a faculty and staff that represents the inclusive, welcoming environment we seek to develop for all students and families. We welcome applicants with diverse backgrounds and experiences who share this commitment. CVSD is an equal opportunity employer. Black, Indigenous, People of Color (BIPOC), women, and LGBTQ candidates are strongly encouraged to apply. CVSD Equity Policy