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Behavioral Support Specialist
$67k-82k (estimate)
Full Time | Elementary & Secondary Education
2 Months Ago
Instituto del Progreso Latino is Hiring a Behavioral Support Specialist Near Chicago, IL
Behavior Intervention Specialist - IJLA
COMPANY DESCRIPTION
Instituto Justice and Leadership Academy (IJLA) is a small Options school that feels like home for the 150 Latinx youth we serve from Pilsen and the surrounding community. IJLA is a second chance high school designed to serve students between the ages of 16-21 who are seeking a more personalized and individualized program. We provide students with an interdisciplinary, project-based academic program while simultaneously providing strong social emotional supports. Our educational philosophy is rooted in social justice and focuses on rebuilding students’ perspective of learning in order to navigate life in a meaningful and purposeful way. We invigorate hope and restore students’ hearts and minds to reclaim their education, graduate, and transform into agents of change.
POSITION DESCRIPTION
The Behavior Intervention Specialist at Instituto Justice and Leadership Academy, will understand and implement restorative methods when addressing the behavioral needs of students, will assist individuals, groups and systems through the application of positive behavior supports. The Behavior Intervention Specialist helps coordinate Functional Assessments of Behavior and Behavior Intervention Plan that address students’ inappropriate behaviors and provide a means to help the students become more academically successful. The Behavior Intervention Specialist also provides classroom and school-wide behavior management strategies.
ESSENTIAL DUTIES & RESPONSIBILITIES
- Effectively support student(s) who have behavioral challenges in the acquisition of Illinois common core curriculum and content standards.
- Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
- Assisting with the development and implementation of Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
- Facilitate team meetings with the identified student’s teachers and parents for the purpose of redirecting and/or supporting behavioral challenges as per MTSS strategies.
- Facilitate team meetings that design Behavior interventions Plans, address classroom organization, effective instruction, social skills instruction, and ethical issues, School-wide Positive Behavioral Intervention Support, and factors that affect effectiveness including social validity and treatment integrity.
- Work with individual teachers, groups of teachers and/or the entire staff on issues such as crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
- Promote highly specialized positive behavior interventions in which “at risk” students thrive.
- Promote behavior instruction that is explicit, intensive, accelerated and provides ample practice aligned with MTSS and SEL supports.
- Use ongoing assessments to maintain a record of student progress.
- Develop a repertoire of monitoring strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
- Regard monitoring strategies as a joint venture through which both student and teacher understanding is enhanced regarding behavior.
- Create fair and equitable strategies to support student engagement and academic success challenged by behavioral issues.
- Model good behavioral processes that assist students in assessing their own work and behavior.
- Provide recognition of a variety of student accomplishments and positive behaviors.
- Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
- Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
- Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
- Engage parents in the “student behavior intervention plan” process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
- Conduct conflict resolution and peer mediation sessions.
- Review behavior referrals and MTSS/SEL data reports.
- Participate in building level MTSS/SEL team and/or grade level meetings, as appropriate.
- Collaborate with school social worker, advisors, educators and other staff as needed.
- Attend professional development opportunities to maintain a high level of skill and knowledge of current research and practices.
- Serve as a consultant to administrators, teachers, and parents.
- Organize and schedule time commitments to meet demands of the job.
- Comply with all safety policies, practices and procedures. Report all unsafe activities following procedures.
- Participate in proactive team efforts to achieve building, departmental and/or grade level goals.
- Provide leadership through example and sharing of knowledge/skills.
- Performing other duties and responsibilities as assigned by supervisor.
QUALLIFICATIONS, EXPERIENCE/EDUCATION
- Bachelor’s degree in social services, psychology, criminal justice, or similar field.
- Bilingual (Spanish) preferred.
- Educational experience in which the understanding of “at risk” and/or “behaviorally challenged” students supports the assignment.
- Knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior.
- Exceptional knowledge in the use of technology to support instruction.
- Demonstrate ability to plan and evaluate strategies for improving instruction.
- Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality.
- Demonstrates exceptional skill in the roles of a leader, collaborator, action researcher, reflective practitioner, and learner advocate.
- The ability to manage multiple priorities and teams at different times, while remaining calm and following up with outstanding items.
- Excellent written and verbal communication skills, a collaborative approach to problem solving, and attention to detail.
The above is intended to describe the general conditions of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities and requirements.
PHYSICAL DEMANDS
Nature of work requires an ability to operate standard business office equipment. Requires ability to communicate and exchange information, collect, compile and prepare work documents, and set up and maintain work files. Approximately 50% of time spent standing as well as some lifting/pushing (under 30 lbs.).
WORKING CONDITIONS
Majority of work performed in a general office/classroom environment. Extended and nontraditional hours may be required to complete job duties. Attendance and participation at organization sponsored events and meetings may also be required.
Instituto Justice & Leadership Academy is an Equal Opportunity Employer
Job Summary
JOB TYPE
Full Time
INDUSTRY
Elementary & Secondary Education
SALARY
$67k-82k (estimate)
POST DATE
03/25/2024
EXPIRATION DATE
05/23/2024
WEBSITE
institutochicago.org
HEADQUARTERS
CHICAGO, IL
SIZE
100 - 200
FOUNDED
1977
TYPE
Private
CEO
HELEN SENNHOPLZ
REVENUE
<$5M
INDUSTRY
Elementary & Secondary Education
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