Behavioral Support Specialist - Rochester, United States - Villa of Hope

Description

Job Description

Behavioral Support Specialist

JOB TITLE: Behavioral Support Specialist

POSITION GRADE: 78 [ salary range: 19hr-29.60hr commensurate with education and experience ]

DEPARTMENT/PROGRAM: Education

SUPERVISOR: Director of Education

JOB SUMMARY: Under the general direction of the Director of Education; carries out all job responsibilities with fidelity and accountability to the Agency's Mission, Vision, Values, Guiding Principles and Strategic Plan.

ESSENTIAL FUNCTIONS:

• Exercises full compliance with the Agency's Code of Conduct, all Agency Policies and Procedures.
• Maintains confidentiality and security for all client and staff related materials and/or records.
• Manages student behavior in the school program by establishing and enforcing rules and procedures.
• Focuses on providing timely and appropriate feedback for teacher and TA on issues and concerns pertaining to student behaviors and expectations.
• Employs approved crisis prevention/intervention techniques utilizing TCI best-practices.
• Documents all school non-incident review & IRTs in the mandated time frame period.
• Supports client's ICMPs are being used effectively.
• Upholds all rules and structures within the school.
• Provides a safe environment for youth and staff utilizing the Sanctuary model.
• Provides pro-active support to staff in behavior management situations.
• Maintains first aid/CPR certification set by OMH policy.
• Reviews, verifies and provides written and verbal feedback, as needed, for behavioral tracking form.
• Manage school building security, including controlling building access for visitors at a centralized entry point during school hours.
• Comply with all safety policies, practices and procedures; report all unsafe activities to supervisor and/or Human Resources.
• Performs follow up conference (Life Space Interview – LSI) with students and staff to work through emotional conflict.
• Actively participates in and supports PBIS/MTSS school wide expectations.
• Consistently follows policies of the school and agencies in regards to attendance and punctuality.
• Provides individual and group coaching/mentoring to assigned team or TA.
• Assists in developing procedures and training materials for staff involved with students with challenging behaviors for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
• Conducts workshops, training, in-service presentations, etc. in classroom management techniques and other topics for the purpose of developing skills and establishing effective relationships with behaviorally or emotionally disturbed students.
• Demonstrates, promotes and practices cultural sensitivity towards students and staff through respect and understanding achieved through training and Agency cultural activities.
• Knowledgeable on various types of bullying as explained by DASA (Dignity Act).
• Supervises students outside of classroom areas as needed. Acts as a neutral person in helping students resolve their problem & re-engage in the school program.
• Maintains knowledge of and supports creation and implementation of FBAs/BIPs.
• Promote highly specialized positive behavior interventions in which "at risk" students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice.
• Evaluates and recommends programmatic improvements to the Assistant Principal and Director of Education.
• Works with school personnel to coordinate and facilitate extra-curricular activities (i.e. Friday Fun Day, end of year activities).
• Provides therapeutic consequences that are fair, consistent and recognizes the needs of the client to be successful in a school setting.
• Sets behavioral limits for clients within the structure of the school/community.
• Serve as a consultant to administrators, teachers and cottage/agency personnel/families.
• Collaborates with the Support & Response Team to ensure campus safety.
• Promotes regular communication and collaboration between the school, residence, social workers, families and outside agencies.
• Facilitate relationships within the community in order to monitor behavioral and social progress of students (i.e. volunteering opportunities, field trips, etc.).
• Fulfills all legal requirements as a Mandated Reporter under NYS law and professional ethical standards.
• TCI Trainer Certification – willingness to work throughout the agency to certify/recertify agency employees.
• Exercises full compliance with the Agency's Code of Conduct, all Agency policies and procedures and Federal and State laws and regulations.

POSITION SPECIFICS:

Education: Bachelor's Degree or higher form, an accredited institution preferred.

• TCI Trainer Certification – will work with agency to certify/recertify

Experience: Relevant experience with youth who have emotional and/or behavioral challenges.

Skills: Must have flexibility, patience, and resiliency to deal with sudden crisis and deviation from work plans and schedules. Self-Motivated, strong verbal and writing skills, attention to detail, problem-solving, flexible and adaptable.

Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The following lists physical demands an employee will perform on a regular basis: standing, walking, sitting, bending, stooping, squatting, kneeling and climbing; Must be able to perform a variety of tasks, climb stairs, move throughout the building , work cooperatively in a team environment and quickly respond to emergencies. Position requires that the employee must be able to restrain clients utilizing Therapeutic Crisis Intervention techniques.

The physical demands described here are representative of those that must be met by an employee to successfully complete Therapeutic Crisis Intervention Training: the ability to drop repeatedly to knees, twist and turn, exert oneself physically at an intense level, and support another adult's weight.

COMPETENCIES:

Leading Self

• Character and Courage (Integrity and Trust)-
  1. Do the right thing, because it is the right thing, even when no one is looking. Truth to Power.
• Customer Focus
  1. Build positive relationships through communication and collaborative problem solving.
• Commitment to Diversity, Inclusion, Justice and Equity
  1. Believe in the dignity and humanity of all people to reach their full potential.

Leading Others

• Process Management
  1. Develop and monitor processes and organize resources to achieve desired results.
• Develop Self and Others
  1. Continually develop self and others capabilities to attain the highest level of performance possible.
• Managerial Courage
  1. Make difficult decisions, own those decisions, and have difficult conversations, all in the best interest of the agency.