Special Education Consultant (Behavior Strategist)

QUALIFICATION: EDUCATION: Master’s Degree in education and endorsement in special education. LICENSURE: Certification as a Consultant as determined by the Iowa Board of Educational Examiners. Employees hired as an education consultant within the division of special education who do not hold the endorsement will be required to obtain a provisional endorsement from BOEE and complete the requirement for a special education consultant endorsement within two years of date of employment or as outlined by the BOEE. Before completion of consultant endorsement, the employee’s contract will be issued as an behavior strategist. EXPERIENCE: Four years successful teaching experience with at least 2 years in special education. ESSENTIAL JOB FUNCTIONS: Collaborates and consults with school personnel and parents on the emotional, academic, cognitive, behavioral and vocational needs of children. Maintains a frequent and regular schedule to provide consultation with educators, parents, children and other professionals to improve student behavior, implement Behavior Intervention Plans and IEP, and analyze and respond to student data. Works collaboratively with school staff to implement the problem-solving process through development, implementation and monitoring of research-based interventions which support a safe and productive learning environment. Consults and develops Tier 2 and 3 intervention plans, data collection and parent meetings for students with challenging behaviors. Models and coaches school personnel to successfully develop and implement behavior plans. Provides short-term individual and group interventions when appropriate and within the scope of training and expertise. Maintains documentation of each student served. Coaches appropriate, valid and reliable assessment methods to monitor student progress and maintain documentation to address tiered intervention plans and IEP goals. Conducts appropriate assessments for developing individual or system-wide interventions during the problem-solving process or to determine eligibility for special education services in the area of behavior. Facilitates the PTR process and conducts Functional Behavioral Assessments and develops/consults in the development of Behavioral Intervention Plans and Positive Behavioral Support Plans. Supports special education teachers in the development, implementation and monitoring of IEPs. Assists schools with technical assistance and ongoing monitoring of progress toward measurable goals related to district-wide assessment and action research. Participates in design, implementation, and interpretation of research from single subject or group designs. Remains current and up-to-date in research, training and professional practices in the field. Provides Behavior and Mental Health in-service and training to school personnel, families and community agencies. Serves as a liaison to access specialized school resources, AEA services and services within the community in the area of behavior. Collaborates and communicates with other professions and agencies to improve client services. Collaborates with other department members to complete Medicaid requirements. Encourages family involvement in the IEP process. Collaborates with the IEP team to determine continued eligibility for special education services during reevaluations. Partners with teachers and appropriate team members regarding transitional planning for students with unique learning needs. Provides assistance to districts if/when a crisis occurs and support is requested. COMMON TO ALL EMPLOYEES: Contributes to a positive and productive work, learning and team environment Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation Demonstrates effective verbal, non-verbal, written, listening and visual communication Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions Works with integrity and maintains confidentiality Models and integrates technology into daily work Leads professional development for at least one course, internally, externally or both Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served PHYSICAL REQUIREMENTS: Ability to travel between schools and sites served. Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.