Behavior Management Coordinator - Transformation Academy

Description

The primary roles of the Behavior Specialist are to: 1) Support the Childrens Guilds behavior motivation model and provide supervision, modeling and mentoring to staff executing the model; 2) Maintain regulatory compliance with all governing requirements and licensing agencies (COMAR, MSDE, OSSE); 3) Identify needs then develop and provide training experiences for school personnel including teachers, teaching assistants, therapeutic behavior aides, social workers, resource instructors and related service providers; 4) Provide direct supervision to resource instructors and therapeutic behavioral aides in compliance with regulations for identified students; 5) Work collaboratively with the schools IEP coordinator and student LEAs to assure standards of service delivery are aligned with requirements from each jurisdiction served and; 6) Serve as a behavioral resource to parents, community providers and the greater school community.

Accountability

This position is accountable to the Principal.

This position supervises the resource instructors and therapeutic behavior aides in coordination with the Principal and/or Principals designee.

Skills and Responsibilities:

Key Result Area #1: Responding to Mindset in Behavior

This KRA is successfully completed when the professional:

1. Demonstrates pro-active use of behavior management strategies that provide emotionally and physically safe spaces for students to regulate their behavior.
2. Identifies alternate behaviors to be taught to the students that align with Individual Educational Plans and Behavioral Intervention Plans.
3. Actively monitors and supervises interventions with physically aggressive or self injurious students for safety.
4. Analyzes the therapeutic impact of interventions for students in distress. Facilitates case reviews/studies with therapeutic behavior aides regarding behavioral interventions.
5. Develops replacement behaviors to meet the emotional and physical needs of children in distress.
6. Assists staff with understanding the root cause of aberrant behaviors and effective interventions to reduce/eliminate these behaviors.
7. Assures the methodology of practice aligns to the schools Positive Behavior Intervention Model.
8. Assures the therapeutic focus is strength based to maximize academic performance.
9. Utilizes continuous data collection and analysis to make decisions.

Key Result Area #2: Management of Behavioral Services in the School

This KRA is successfully completed when the professional:

1. 1. Assures that parents, families and providers are contacted in a timely manner with information relevant to their student.
   2. Provides behavioral supervision to all therapeutic behavioral aides in a timely and effective way.
   3. Facilitates behavioral meetings.

1. 1. Facilitates case study review meetings.

1. 1. Assists in reviewing classroom management programs as part of an interdisciplinary team to include observation and team meetings, and provides direction to classroom staff regarding appropriate behavior management techniques.

1. 1. Offers parents the opportunity to work with the BCBA in developing a behavioral program for the home that aligns with the students educational behavioral plan.

1. 1. Supervises data collection, data entry into School Wide Information System and completion of Student Intervention Reports.

1. 1. Assists with the development of FBA/BIPs and monitoring implementation.

1. 1. Participates in IEP meetings as requested.

Key Result Area #3: Regulatory Compliance

This KRA is successfully completed when the professional:

1. Aligns daily practice with COMAR regulations and District of Columbia/OSSE regulations.

1. Develops and monitors systems to ensure that resource instructors and therapeutic behavior aides are following regulations and are compliant with all required notifications and documentation.

Key Result Area #4: Training

This KRA is successfully completed when the professional:

1. Provides staff have assistance and support in understanding the students FBA/BIP and the components of effective intervention plans.

1. Participates in and graduates from the Childrens Guilds Pre-Service Training Program.
2. Participates and/ or serves as instructor in The Childrens Guild College of Transformation Education and the schools weekly professional development activities.

1. Assists in assessing programming for staff training needs.

1. Participates in campus in-service trainings and agency in-service trainings.

1. Provides in-class support for students with behavior management problems.

Key Result Area #5: Professional Development

This KRA is successfully completed when the professional

1. Maintains licensing and continuing education requirements.

Key Result Area #6: Positive Student Intervention

This KRA is successfully completed when the professional:

1. Executes PBIS throughout the school program.
2. Integrates the Transformation Education philosophy into the behavioral practices of the school.
3. Fully implements staff and student culture card meetings
4. Assures that behavior motivation practices incorporate PBIS, FBA/BIP strategies, all which include parent input.
5. Monitors safety for potentially high risk situations and aligns students FBA/BIP with the IEP goals and objectives.

Key Result Area #9: Workplace Conditions

This KRA is successfully completed when the professional:

1. Successfully completes of the Pre-service Training Program
2. Successfully completes and demonstrates competency in training on the prescribed behavior management program.
3. Assists team members in crisis intervention.
4. Shares office space, e.g. team office.
5. Attends evening meetings as requested.
6. Completes all other duties as requested.

Qualifications

Education Qualifications

Must be pursuing or have completed a master’s degree or higher from a behavioral analysis educational program that is accredited by the Behavior Analyst Certification Board or its successor organization. A master’s degree in an equivalent field may be accepted.

Certificates, Licenses, Registrations

The Behavior Management Coordinator must be eligible to achieve the Certification by the Behavior Analyst Certification Board (BCBA or BCBA-D), LCSW-C, LCPC, MSDE Certificate, or another approved Certification/License.

Remote/Telework Eligibility

This position is not telework/remote eligible.

Work Location and Travel Requirements

The Behavior Management Coordinator will report to the TCG non-public school assigned. This position may have to travel to other TCG locations as requested.

Physical Demands

An employee must meet the physical demands described here to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the Behavior Management Coordinator is frequently required to stand; walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. They must frequently lift and/or move more than 75 pounds and pass Professional Crisis Management training.  Specific vision abilities required by this job include the ability to adjust focus.

Additional Qualifications

None.

EEOC Statement

The Children’s Guild provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristics protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Salary : $71,000 - $110,000