Exceptional Student Education Behavior Intervention Coach * pool position

SALARY SCHEDULE: INSTRUCTIONAL

COST CENTER: SCHOOL SITE

MINIMUM QUALIFICATIONS:

• Bachelor’s Degree from an accredited educational institution. Master’s Degree preferred.
• Certification in any Exceptional Student Education K-12, School Counseling, or School Psychology preferred with a commitment to obtain this certification within a twelve-month period of hire or Board-Certified Behavior Analyst License.
• A minimum of one core content area, appropriate for grades represented at school site, or Guidance certification
• Minimum of three (3) years successful teaching experience with [emotionally handicapped or varying exceptionalities] emotional behavior disordered or varying exceptionalities, or experience with behavior intervention, preferred.
• Willing to participate in additional job-related training and become a trainer for staff in district-approved behavior intervention programs as directed by the Principal (or designee) or appropriate District Administrator.
• Passed District Screening Process

KNOWLEDGE, SKILLS, AND ABILITIES:

• Knowledge of laws, rules and policies governing Exceptional Student Education (ESE) and students with disabilities.
• Knowledge of legal and procedural issues related to students with disabilities. Knowledge of crisis intervention and prevention practices and procedures.
• Knowledge of behavior management techniques.
• Skill in communicating effectively orally and in writing.
• Ability to provide consultation and advice to teachers and other school personnel to improve the behavior of targeted students.
• Ability to interact effectively with students, agency personnel and school personnel.
• Ability to maintain confidentiality.

REPORTS TO:

School Principal

Assistant Principal

District Administrator

JOB OBJECTIVE:

To apply professional skills to work with staff and students to improve behavior and enable students to be successful in the school setting.

SUPERVISES:

N/A

PERFORMANCE RESPONSIBILITIES:

• Serve as a member of the Multi-Tiered System of Supports Team for intervention planning, assessment planning and considering need for specially designed instruction.
• Assist in the development and implementation of Individual Education Plans (IEPs) for identified students.
• Serve as a member of the school-based crisis intervention team.
• Meet with parents and guardians to collaborate, explain and train regarding implementation specially designed Behavior Intervention Plans.
• Serve as leader of Behavior Assessment / Intervention Team to conduct functional behavior assessments as required by law.
• Communicate regularly with school administration regarding the needs of students, staff and parents.
• Serve as a resource for ESE and general education teachers.
• Serve as a member of the School Manifestation Determination (MDR) Team.
• Use appropriate technology to enhance record keeping and quick retrieval of student information.
• Conduct staff trainings in the and application of behavior management techniques and strategies.
• Support school-based parent trainings.
• Assist in the implementation and maintenance of District-wide behavior programs.
• Assist staff in the identification of students who are experiencing difficulty academically or behaviorally and assist in developing positive interventions to address specific problem areas.
• Implement fidelity review and a system of program accountability.
• Recognize overt indicators of student distress or abuse and take appropriate intervention, referral or reporting actions.
• Meet with instructional and support staff as needed to facilitate delivery of behavioral services for students with disabilities.
• Participate in professional learning and training to keep abreast of current trends and best practices in assigned areas of responsibility.
• Provide consultation and training to all staff.
• Stay abreast of Department of Education rules and regulations.
• Submit accurate reports in a timely manner and maintain all appropriate records.
• Maintain confidentiality of student records and information.
• Maintain effective interpersonal relationships and communication with students, parents, school personnel and the community.
• Ensure that student achievement is continuous and appropriate for programs and age group. Indicators may include but are not limited to placement, case history and follow-up reports, standardized tests, documented parent participation, analysis reports, student study team reports and student academic and/or discipline records.
• Review and analyze behavior data to be a meaningful participant in an IEP meeting, to ensure that ESE students are placed in the least restrictive environment.
• Sustained focus and attention to detail for extended periods of time.
• Analyze school-wide discipline data and report to administration monthly.
• Collect, analyze, and implement data collection to monitor effectiveness of Tier 1, 2 and 3 behavior interventions and supports.
• Follow district policies for designing and delivering small-group and individual behavior instruction and intervention groups.
• Attend monthly behavior specialist meetings provided by the district.
• Follow dismissal process if data supports student being dismissed from Tier 2 and/or Tier 3 interventions.

• Create and maintain a school-wide binder that stores all FBA/BIP, safety and crisis plan created for students
• Serve as a member of the Behavior Threat Management Team
• Provide daily, scheduled support and direct behavior intervention inside specialized program classrooms, alongside instructional classroom staff.
• Complete monthly Medicaid reimbursement billing activities for all eligible students.
• Provide necessary staff training on appropriate data-collection procedures.
• Perform other incidental tasks consistent with the goals and objectives of this position.

PHYSICAL REQUIREMENTS:

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently and/or up to 10 pounds of force as needed to move objects.

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TERMS OF EMPLOYMENT:

Salary and benefits shall be paid consistent with the District’s approved compensation plan.

Additional contracted summer months may be required

Hours of employment shall be those established by the District.

EVALUATION:

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel.

Job Description Supplement No. 06