Behavior Specialist - Special Education Program - Joplin Schools

Position:                Behavior Specialist - Special Education Program 

Term:                     9 Months 

Classification:       Classified/Non-Exempt 

Location:               Cecil Floyd

Qualifications:

• Must have a Bachelor’s Degree in Psychology or Social Work, Valid MO Teaching Certification at appropriate grade level, Valid MO School Counselor Certification, or be a Licensed Social Worker. 
• Registered Behavior Technician Certification preferred.  
• Other professional qualifications will be considered with approval from Administration
• Chosen candidates will be expected to apply for and maintain a valid MO Substitute Teaching Certification.

Supervisory:          No 

Reports to:            Building Principal

Code:                     001-1221-6152-4030-12210-3-000

Job Code:              2711

This is a skilled position that requires background and/or training in the development and implementation of social and emotional supports for students and staff in multiple settings. The successful candidate will have a proven record of successful child care abilities that include a loving and consistent demeanor. The ability to establish and maintain relationships with children that have disruptive behaviors is a must.

General Expectations:

• Supports the mission of Joplin Schools.
• Supports the value of education.
• Complies with the privacy rights of students.
• Safeguards confidential and/or sensitive information.
• Communicates effectively with all the members of the school district and community.
• Provides excellence in customer service both internally and externally.
• Reacts to change productively.
• Keeps abreast of new information, innovative ideas and techniques - including maintaining up to date CPI training.
• Maintains accurate records and filing systems for accountability and audit purposes.
• Ensures that all activities conform to district and state guidelines.

Essential Functions for Behavior Specialist in Intensive Special Education Program:

• Utilize knowledge and implementation of Applied Behavior Analysis (ABA) principles to collaboratively build effective interventions for students and ongoing training for team members.
• Serve as a collaborative leader in the classroom to direct behavior support that is implemented by teachers, BIs, and paras. Complete fidelity checks with school staff using an ongoing training model. 
• Collaborate with Tier 3 teams to implement intensive behavior support systems tailored to the needs of students within an intensive special education program, focusing on enhancing academic progress in communication arts and math.
• Assist teachers in crafting individualized behavior and academic intervention plans through the behavior intervention programs (BIPs) and actively support executing these plans to foster improvements in learning outcomes for communication arts and math, social skills, executive functioning skills, etc.
• Gather comprehensive behavioral data on students exhibiting challenges that hinder academic advancement, facilitating the implementation of targeted academic interventions.
• Partner with teachers to monitor and document progress toward IEP goals resulting from effective behavior intervention plans. Participate in IEP meetings as necessary and as requested.
• Collaborate with both classified and certified staff to develop a diverse array of classroom and behavior management strategies specifically tailored to bolster academic growth for students in the intensive special education program.
• Assist with direct support to students through small group and one-on-one sessions, when needed, focusing on nurturing behavioral skills essential for enhancing academic achievement.
• Engage with the community and parents to disseminate effective behavioral strategies to improve students' academic performance in communication arts and math. This entails working closely with parents to equip them with strategies to support their children's learning in these areas.
• Complete all other duties and responsibilities as assigned.

Physical Demands

• Occasionally lift 100 pounds
• Frequently walk up and down stairs while assisting students
• Frequently walk on a variety of ground surfaces, including, but not limited to, paved, gravel, grass, or dirt
• Frequently bend and twist the torso and neck
• Frequently squat or kneel to the ground
• Frequently use repetitive arm, wrist and hand movements
• Use close, distance and peripheral vision as well as depth perception

Attendance

Regular and consistent attendance is an essential function of this position.  

The work conditions and environment described here are representative of those that an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Conditions and Environment

The conditions and environment reflect that of an intensive special education classroom setting. Candidates should expect to be flexible with the presence of loud sounds, physical movement, and some crisis response. Candidates will be expected to follow safety plans and use provided safety equipment, and abide by board policies regarding seclusion & restraint.

Note:  The statements herein are intended to describe the general nature and level of work being performed by employees, and are not to be construed as an exhaustive list of responsibilities, duties, and skills required of personnel so classified.  Furthermore, they do not establish a contract for employment and are subject to change at the discretion of the employer.