CLARKSVILLE-MONTGOMERY COUNTY SCHOOL SYSTEM CLARKSVILLE, TENNESSEE

JOB DESCRIPTION

Purpose of Job

The purpose of the Extended Behavioral Services-Behavior Interventionist (EBS-BI) position is to utilize knowledge and skills to provide services to students within the EBS setting as well as assist teachers in their assigned middle school with the application of positive behavior supports that address students’ inappropriate behaviors and provide a means to help the students become more socially and academically successful. The EBS-BI will aid in the significant disproportionality prevention measures.

Essential Duties and Responsibilities

The following duties are normal for this job. These are not to be construed as exclusive or all-inclusive.

• Collaborates with IEP team members to provide information and data that supports the Instructionally Appropriate Individualized Education Plans (IAIEPs), designed to promote student development to include behavior goals and/or objectives, techniques and remediation, required materials and resources, and estimated time for achievement.
• Utilizes a variety of assessments to determine present levels of performance, monitor student progress, accurately track behavioral data and adjust behavioral interventions accordingly.
• Guides IEP and/or support teams in developing Functional Behavior Assessments and Behavior Intervention Plans and Positive Behavior Plans for students with or without disabilities.
• Meets and/or communicates with parents to discuss students’ behavioral progress.
• Maintains effective communication and documentation with all relevant stakeholders.
• Ensures that students with disabilities have access to the general education Tier I curriculum.
• Works cooperatively with members of the IEP team in assessing and evaluating each student with a disability so that he/she is served in their least restrictive environment.
• Works cooperatively with classroom teachers, to determine the most appropriate classroom and/or individual behavioral strategies needed to promote student success.
• Attends and participates in staff meetings. Serves on staff committees.
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies, and modeling of instructional practices, to support teachers and/or the entire staff in their implementation of positive behavior support across all settings.
• Teaches appropriate behavior skills and provides intervention(s), as determined by the IEP and/or Behavior Intervention Plan (BIP).
• Re-evaluates the student periodically to check progress and to make required changes to be reflected in the students’ behavior plan/goals.
• Develops or assists in creating a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Provides specific behavioral intervention strategies set forth by the IEP team for each student in the EBS setting, according to their IEP/PWN.
• Exhibit extensive knowledge of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, facilities, and confidentiality of records.
• Assesses the progress of students on a regular basis and provides progress reports as required.
• Recognizes potential learning disabilities of students and seeks the assistance of qualified personnel.
• Assists the administration in implementing all policies and rules governing student life and conduct.
• Develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.
• Plans, supervises, and provides behavioral guidance for teacher aide(s) and volunteer(s) and when appropriate, evaluates their job performance in cooperation with department heads.
• Supervises students at school related functions, to include on and off campus activities for behavior when necessary.
• Serves in a proportionate schedule to meet the EBS-BI work 3.5 to 4 days per week and the School work 1 to 1.5 days per week.
• Focuses on the preventative disciplinary needs for the current target population(s) regarding discipline disproportionality, while maintaining the populations that are not disproportional.
• Tracks discipline data to determine the risk of disproportionality for all populations.
• Submits a bi-weekly report of the schools at-risk of being disproportional, to the school administrator and Special Populations leadership team.
• Discusses discipline data and reports regarding the currently targeted population(s) during the monthly Behavior Consultant collaborations and professional learning communities.
• Serves as a model for the district’s mission, vision and goals.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, facilities, and confidentiality of records.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Makes provision for being available to students and parents for education-related purposes outside of the instructional day when required or requested to do so.
• Maintains a standard of performance and conduct as required by state, law, local board of education and community expectations.
• Maintains professional competence through in-service education activities.

Additional Job Functions

Performs other duties as required.

Minimum Training and Experience Required to Perform Essential Job Functions:

• A Bachelor’s degree from an accredited college or university in social work, psychology or other behavioral science REQUIRED

AND

• A valid Tennessee Teacher’s Certificate with the appropriate endorsement. OR
• Specialized training in and demonstrated knowledge of wide range of behavior management skills utilized in classrooms with special needs students. (Preferred)

KNOWLEDGE OF JOB

• Displays considerable knowledge of the policies, procedures, and activities of the school system, as well as state and federal requirements pertaining to the performance of duties.
• Develops and implements long-term goals.
• Stays current on any changes in statutes, policies, procedures, and methods as they pertain to public education.
• Effectively communicates and interacts with supervisors, members of the general public, and other stakeholders involved in the operation of the school system.
• Collects and disseminates information in a concise, clear, and effective manner.
• Exhibits strong organizational, management, interpersonal, and technical skills.
• Uses sound independent judgment and discretion in daily activities.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

REQUIRED SKILLS, ABILITIES AND PHYSICAL REQUIREMENTS:

• Must be able to do occasional lifting, carrying, pushing and/or pulling of up to 40 pounds, standing, sitting, walking, bending, stooping or kneeling;
• Must be able to traverse school facility;
• Must have significant fine finger dexterity;
• Must be able to operate standard office equipment including pertinent and required software applications;
• Must possess excellent language skills (verbal and written) requiring the ability to read informational documentation, directions, instructions, policies and procedures related to this job, requiring the ability to give assignments and/or directions to co-workers, assistants, supervisors, students and parents/guardians, requiring the ability to deliver verbal and written communications in English language;
• Must possess excellent interpersonal skills with ability to interact with people (staff, supervisors, parents/guardians, students) and maintain professionalism and tact in all situations, including emergent ones, must be able to maintain constructive relationships;
• Must possess excellent organizational skills and attention to detail;
• Must be able to perform multiple, highly complex, technical tasks with periodic need to enhance skills in order to meet changing job conditions.
• Must be able to apply assessment instruments and analyze data and possess problem-solving skills.
• Must be able to make independent judgments in absence of supervision.

NUMERICAL APTITUDE: Requires the ability to utilize mathematical formulas; add and subtract totals; multiply and divide; determine percentages; determine time and weight.

FORM/SPATIAL APTITUDE: Requires the ability to inspect items for proper length, width, and shape, visually.

PHYSICAL COMMUNICATION: Requires the ability to talk and/or hear: (talking - expressing or exchanging ideas by means of spoken words). (Hearing - perceiving nature of sounds by ear).

ATTENDANCE:  A regular and dependable level of attendance is an essential function for this position.

The Clarksville-Montgomery County School System is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the school system may provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. Signatures below indicate the receipt and review of this job description by the employee assigned to the job and the immediate supervisor.

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