Instructional Specialist for Behavioral Support (631470L)

Reports to: Director for Exceptional Children Services

Supervises: Lead Behavior Support Assistant and Behavior Support Assistants

Term of Employment: 12 months

Salary: Teacher Salary Schedule plus Local Supplement

FLSA Exempt/Non-Exempt: Exempt

Qualifications:

• North Carolina Licensure
• Master's degree preferred
• Minimum of 5 years of classroom experience or employment in behavior science field
• Experience with the Functional Behavior Assessment process and with writing Behavior Intervention Plans
• Current certification in Nonviolent Crisis Prevention and must complete process to become Crisis Prevention Trainer

Essential Job Functions:

• Supports a caseload of students identified as at-risk due to their severe behavioral and emotional issues; reviews behavior referrals and seclusion/restraint documentation, monitoring for trends and providing follow-up support when needed
• Consults with schools on the development, writing, and updating Functional Behavior Assessments and develop Behavior Intervention Plans for students who qualify for intensive behavior support
• Meets regularly with the Behavior Support Assistant(s) to assess the behavioral data and the effectiveness of plan implementation, review strategies, and provide additional support
• Facilitates smooth transitions for new students and for those moving from one setting to another
• Submits monthly PRC 29 data
• Assists with professional development for Crisis Prevention Institute, Functional Behavior Assessments (FBA), Behavior Intervention Plans (BIP), and Manifestation Determination (MD), Evidence Based Practices and Trauma Informed Classrooms
• Consults with Administration, EC and General Ed staff, parents and students in the areas of: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; identifying antecedents; crisis intervention; learning and collaboration issues; and factors that can affect development and implementation of interventions
• Develops and implements a repertoire of ongoing assessment strategies consistent with instructional goals, teaching methods and individual student needs to more accurately assess student behavior skills and understandings, which are meant to maintain a record of student progress
• Engages in on-going professional development and training to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations, and to expand knowledge of current research and practices
• Serves as liaison with outside community providers and families, actively engaging all stakeholders to provide a wholesome approach to behavior management and emotional support for students
• Provides leadership and direction to design, implement, coordinate and analyze the effectiveness of center based behavior support classrooms in Moore County Schools to provide support to staff
• Performs other duties and responsibilities as assigned by supervisor

Physical and Cognitive Requirements:

The major physical and cognitive requirements listed below are applicable to this job classification within Moore County Schools.

Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Must be able to:

• prepare, read and comprehend a variety of job related forms, reports, spreadsheets, maps, plans, records, documentation and correspondence in all languages required by the job
• understand and conform to all rules of punctuation, grammar, diction and style
• speak to individuals or groups of people with poise, voice control and confidence
• respond adequately to inquiries or complaints
• write using standard convention in all languages required by the job
• apply principles of logical or scientific thinking to define problems, collect data, establish facts and draw valid conclusions
• apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form
• communicate effectively and efficiently in all languages required by the job using whatever communication device or system is required (telephone, Braille)
• use/interpret job related terminology, mathematical formulas and functions effectively and efficiently
• deal with people beyond giving and receiving instructions
• perform under stress, deal with persons acting under stress and adapt when confronted with emergency situations
• be sensitive to cultural differences among individuals and groups of persons
• operate a motor vehicle
• operate/use a variety of automated office machines and other office equipment
• operate/use a variety of printing/graphic arts machines
• operate/use a variety of audiovisual/electronic machines and devices
• operate/use a variety of communication machines/equipment/devices
• operate/use a variety of job specific machines/equipment