NATURE OF WORK

This position will involve working collaboratively with district Behavior Support and as part of a team to address behavior and mental health needs of students. The Behavior Liaison will provide supervision and support to the school- based programs designed to provide appropriate behavioral strategies for students experiencing behavioral challenges. The Behavior Liaison will provide support and training for school personnel throughout the district in behavioral supports and interventions.

DUTIES AND RESPONSIBILITIES

• Coordinate referrals and transitions for the placement process for incoming students.
• Attend School Support Team, intake, IEP, Child/Family Team, and other school or agency meetings as necessary or directed by the supervisor.
• Facilitate team-based problem solving processes and meetings.
• Observing students in the classroom to develop a better understanding of their needs.
• Ability to provide coaching, skills training, and other supports to teachers and staff working with students with behavioral concerns.
• Demonstrate working knowledge of relationships between district, school-wide, classroom, and individual student core behavioral strategies.
• Provide behavioral consultation to school staff on individual students and classroom management.
• Assess the need for Functional Behavior Assessment and Behavior Intervention Plan including the development of effective data collection systems.
• Respond to behavioral emergency situations in schools throughout the district.
• Coordinating with other Behavior Liaisons as students move between counties.
• Participate in district and community behavioral and mental health committees.
• Provide related professional development activities to all school personnel.
• Participate in professional development opportunities as related to job description.
• Maintain confidentiality and comply with all pertinent federal, state, and district regulations and policies.
• Conduct behavioral assessments, design behavioral programs, and monitor behavioral plans in the schools.
• Work with school teams to establish cooperative and harmonious relations in student-to-student and student-to-teacher relationships, through communicating the outcome expected for all students.
•  Analyze and report behavioral data for the school system.
• Provide direct services to teachers through observations and coaching sessions for the development of adaptive skills and replacement of undesirable student behaviors.
• Assist teachers in identifying trends of behavior that negatively impact classroom instruction.
• Maintain records and provide reports of services rendered.
• Perform other duties as assigned.

KNOWLEDGE, SKILLS, AND ABILITIES

• Understanding of behavior management techniques and methods
• Extensive knowledge of positive behavior interventions and supports
• Ability to establish positive, flexible, and cooperative relationships with administrators, teachers, students, parents, and the community.
• Willingness to be trained, to accept supervision from multiple sources, and to self-initiate
• Ability to work both independently and collegially
• Ability to communicate clearly in verbal and written formats
• Effective written and verbal communication skills including presentation skills
• Excellent time and material management skills
• Achieve and maintain certification in district-approved behavior intervention training program that requires the demonstration of proper physical and verbal de-escalation techniques used during a potential crisis situation
• Demonstrate an understanding of behavior intervention programs for students with severe behavioral challenges by implementing individualized programs
• Keep and maintain reliable and valid data on behavioral programs and interventions
• Demonstrate an understanding of research based instructional strategies for students with severe behavioral challenges

TRAINING AND EXPERIENCE

• Bachelor degree in special education or related mental health field
• 2 years experience in education or related mental health field
• Training and experience working with students who exhibit challenging behaviors which interfere with their learning of the learning of others
• Training and experience in developing and implementing positive behavior interventions and strategies

REPORTS TO: Director of Exceptional Children

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
 

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER
 

Any contracts for employment that are extended and signed on or after January 1st will be considered a temporary contract that will end with the same academic school year. The employee will be given the opportunity to reapply for the position if it is funded for the next academic school year.

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.