Job Title: Restorative Practice Specialist
Reports to: Director of Social & Emotional Services
Dept./School: Education Center
Wage/Hour Status: Exempt
Pay Grade/Days: Instructional 3/192 days
Date Revised: 12/3/2020
Primary Purpose:
To effect positive social, emotional, behavioral, and neurodevelopmental changes in students with behavioral challenges by supporting and coaching staff to improve overall behavior proficiency, providing supportive interventions to families, and working to provide a continuum of supports to students.
Qualifications:
Education/Certification:
Master's degree
Board Certified Behavior Analyst (BCBA), Licensed Professional Counselor (LPC), Social Worker (LMSW, LCSW, LMSW-AP), LPC-Intern, Certified School Counselor, or similar certification in a related field with behavior intervention experience
Special Knowledge/Skills:
Thorough knowledge of behavioral interventions and strategies
Excellent organizational, communication, and interpersonal skills
Ability to instruct students and manage their behavior
Ability to provide compassionate care to students and families
Flexibility to a continuously changing environment
Experience:
Three years teaching, counseling, social work, and/or behavior intervention experience preferred
Major Responsibilities and Duties:
Program Management:
- Support the implementation of Tier 2 and Tier 3 positive behavior interventions and supports within assigned schools.
- Develop a caseload of students (based on campus referrals and the highest student needs) for solution-focused brief counseling services focused on behavioral intervention techniques.
- Monitor students throughout Tier 2 and Tier 3 interventions services.
- Communicate with families, as needed, to aide in a student's positive behavioral interventions and supports plan.
- Develop function-based behavior plans for students.
- Coordinate with campus staff to adjust existing behavior plans for students, as needed.
- Work with school-level teams and staff to implement and utilize universal screening protocols to identify students with delays in neurodevelopment, social, emotional, or behavioral functioning.
- Work with school-level teams and staff to implement evidence-based interventions to effect positive social, emotional, behavioral, and neurodevelopmental changes in students.
- Provide coaching to staff to support the implementation and fidelity of function-based behavior plans.
- Coordinate with MTSS Chair at assigned schools.
- Conduct workshops and trainings in classroom management techniques, relationship-building strategies, de-escalation techniques, and other topics for the purpose of developing behavior proficiency of staff.
- Provide behavioral support and oversight within assigned schools.
- Conduct home visits with school staff to provide support to families regarding the social, emotional, behavioral, and neurodevelopmental functioning of students, as needed.
Consultation:
- Help students and others utilize special programs and services.
- Develop relationships with other guidance and counseling staff.
- Promote WFISD programs to students, parents, administrators, counselors, teachers, and the community.
- Recruit and collaborate with community agencies as a resource to meet student, parent, campus, and district needs.
Assessment:
- Participate in planning and evaluation of behavioral and/or mental health assessments.
- Consult with other providers on assessment results and student needs after placements or evaluations (with proper approvals).
Administration:
- Comply with policies established by federal and state law, State Board of Education rule, and board policy in the guidance and counseling area.
- Comply with all district and campus routines and regulations.
- Maintain a positive and effective relationship with supervisors.
- Communicate effectively with colleagues, students, and parents.
Professional:
- Model behavior that is professional, ethical, and responsible.
- Participate in professional development to improve skills related to job assignment.
- Attend professional workshops and staff development opportunities.
- Attend district PLCs, department, and professional development meetings, as required.
- Regular attendance.
- Other Duties as Assigned.
Supervisory Responsibilities:
None.
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors:
Maintain control under stress. Frequent prolonged and irregular hours. Frequent districtwide travel.