Behavior Intervention Specialist - Boydton, United States - Mecklenburg County Public Schools

Mecklenburg County Public Schools Boydton, United States

2 weeks ago

Description

ELEMENTARY BEHAVIOR INTERVENTION SPECIALIST
Position Purpose

Under the general supervision of the building principal, the position is responsible for assisting teachers, parents, administrators and other school personnel to address student behavior and emotional deficits; providing assistance with collecting and analyzing data to identify inappropriate behaviors, planning, implementing and tracking individual behavioral plans; supporting professional development on classroom management, social-emotional well-being, behavior strategies and interventions.

Essential Performance Responsibilities

Provide support to administrators, teachers, and parents/guardians in developing and implementing effective strategies to meet the needs of a variety of students in both the general education and special education environments
Provide professional development for school staff related to the development and implementation of research-based behavioral strategies
Consult with teachers on classroom management strategies, classroom design/set-up, and classroom practices
Support teachers and school teams with developing, monitoring, and adjusting effective behavior intervention plans (BIP) and functional behavioral assessments (FBA) to address a variety of student behaviors as needed
Assist teachers and school teams in collecting and use of behavioral data on the school, classroom, and student levels to develop tiered systems of support addressing student behavior
Collaborate with division social worker and community/state agencies to refer students for community-based resources
Participates in meetings for students including IEP meetings, VTSS, eligibility meetings and transition meetings from one placement to another
Assists in resolving conflicts and managing crises
Assists in monitoring and assessing progress of students
Provide student crisis intervention support
Assist in developing positive school-community relations with students, staff, and parents
Maintain a caseload of students to monitor/assess progress daily
Model lessons and techniques for staff

Additional Duties

Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent

Note:
The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Knowledge, Skills, and Abilities

Demonstrate knowledge and understanding of the concepts, principles, and methodologies of effective instruction and positive behavioral interventions, support, and strategies to address behaviors and social-emotional trauma
Possess instructional knowledge of crisis intervention strategies
Knowledge of data information systems, data analysis and the formulation of action plans
Knowledge of applicable federal and state laws regarding education and students
Ability to use computer network system and software applications as needed
Ability to organize and coordinate work
Ability to communicate effectively with colleagues, students, and parents
Ability to maintain frequent, meaningful parental communication and develop proactive partnerships between the student/parent and school district to support academic achievement and pro-social behaviors
Ability to engage in self-evaluation with regard to performance and professional growth
Ability to establish and maintain cooperative working relationships with others contacted in the course of work
Ability to develop and present ideas effectively, orally, and in written form
Maintain confidentiality

Equipment

Uses materials, tools, and equipment specific to the assignment as a behavior intervention specialist

Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone

Travel Requirements

Travels to school district buildings and professional meetings as required.

Qualifications Profile

Possess a Bachelor's Degree or higher in education, counseling, social work, psychology, sociology or a related field or hold a Virginia Collegiate Professional License, Postgraduate Professional License, or Pupil Personnel Services License
Possess at least three years of successful experience working with students in alternative or at-risk setting preferred
Possess instructional knowledge of crisis intervention strategies
Possess general knowledge of VTSS/PBIS system of support

Contract Status:
Certificated; 200-day teacher salary scale

Evaluation:

Performance will be evaluated in accordance with the School Board policy and administrative regulations on evaluation of certified personnel.

FLSA Status:
Exempt

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