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- Acts as an advocate for students by providing one on one/group therapeutic processing sessions, assessment of student's needs individual behavior planning, personal goal setting, weekly follow-ups with students and other school based supports as needed.
- Observes, documents, and maintains data regarding student behavior, attendance, and academic progress. Evaluates student information and makes recommendations as needed.
- Establishes rapport and working relationships with students, staff, parents, and other community agencies in an effort to promote the best possible outcomes for the students in the shortest possible time frame.
- Serves as a liaison between the students, parents, WSFCS non-traditional programs/schools, regular schools, community agencies, and other educational programs.
- Assists students, parents, staff, and community agencies in understanding WSFCS policies, procedures, and guidelines.
- Implements behavior management programs, enabling students to acquire social and interpersonal behaviors that will enhance their academic success. Assists teachers and administrators to develop current behavior management strategies.
- Assists with the day-to-day discipline, discuss student concerns with appropriate school staff and community agencies. Assists with coordinating activities for parent and responds to requests for assistance and information.
- Provides close supervision to students who have committed WSFCS code of conduct violations or law violations and have been assigned to an alternative setting.
- Provides immediate practical assistance to students in an effort to increase necessary social, behavioral, and academic skills needed to be successful in the home school setting.
- Implements social skills/character education curriculum and provides individual and group instruction to students regarding appropriate social skills and behaviors. Proactively monitors behavior by observing and interacting with students.
- Maintains accurate log of student progress, relative behavior, and social skills development.
- Assists in the identification of students who demonstrate a need for participation in programs provided by community-based human services agencies.
- Responds to crisis and routine calls for assistance from staff and/or students. Diffuses and de-escalates potentially volatile situations.
- Addresses the needs of EC students appropriately and in accordance with individual Education Plans (IEPs).
- Attends and /or participates in all staff meetings, team meetings, and pertinent in-service sessions.
- Performs related duties as assigned.
- Knowledge of crisis intervention techniques and behavior management principles.
- Ability to develop and implement effective individual and group behavior management plans.
- Ability to collect and summarize data to document student progress by observing and charting behaviors and measuring the duration and frequency of inappropriate behavior.
- Ability to provide support to faculty in managing students sometimes necessitating controlling aggressive behavior.
- Ability to establish and maintain cooperative working relationships.
- Ability to communicate and respect diversity in individuals.
- Ability to work independently and under general supervision.
- Ability to set priorities and meet deadlines.
- Ability to work with constant interruptions.
- Ability to use computer programs such as Email, Access, Excel, Word, Outlook, Team Meetings, Google Drive, PowerSchool, and Canvas.
- Ability to maintain confidentiality and discretion.
- Ability to work with adolescents and families.
- Ability to effectively explain the school system's disciplinary policies and procedures.
- Ability to analyze problems, identify alternative solutions, project consequences of proposed actions and implement recommendations in support of current goals.
- Skill in oral and written communication.
- Skill in problem solving to identify issues and de-escalate problems with students.
- Ability to maintain a high level of ethical behavior.
- Minimum: Completion of an Associate's Degree or two years of higher education equivalent to 48 credit hours or ability to pass a formal assessment (Workkeys and 96 hours of in-service training or completion of the NC DOL Apprenticeship Program or completion of the NC ATA Professional Development Plan
- Desirable: Associate's Degree with a concentration in Education and two plus years working with elementary age children.
Behavior Intervention Specialist - Winston Salem, United States - Public School of North Carolina
Description
FUNCTIONAL PURPOSE
The Behavior Interventionist Specialist promotes the safety, well-being, and educational success of students by implementing behavior management programs and working as a team member to increase social, behavioral, and academic skills needed for success.
DUTIES AND RESPONSIBILITIES:
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:
EDUCATION AND EXPERIENCE REQUIREMENTS:
When applying, please make sure to include all prior experience in your application.
Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor.