Plan Author

• Obtains template for Behavior Support Plan and completes required information. Secures ETR from student’s main file, obtains case history and functioning level, and incorporates information into the Behavior Support Plan. Updates information on already completed Behavior Support Plans.
• Obtains consent from parent/guardian, and creates Cover Sheets in preparation for HRC. Emails plan to WDC Behavior Support and SSA Supervisor. Delivers Plan to HRC, obtaining signatures of staff involved on Staff In-Service record, classroom staff, bus staff, and back-up team members.

School Team Leader for Behavior Intervention Plans and Functional Behavior Assessments.

• Observes identified students in a classroom environment and provides feedback to school team. Schedules and leads team meetings to develop behavior intervention plans. Schedules review of behavior intervention plans as determined by the team at initial meeting. Determines need for Functional Behavior Assessment, schedules meeting to include IEP team, and attaches to student’s IEP.
• Leads the Positive Behavior Intervention Support (PBIS) Team as outlined by Ohio Department of Education, including scheduling and running debriefings meetings after a crisis.
• Provides staff development on effective Behavior Intervention Strategies and Classroom Management Strategies to utilize in the classroom.
• Provides in-class support as needed in implementing behavior support strategies or modeling classroom behavior management techniques.

Building-Wide Environment

• Implements Classroom Management Procedures, Strategies and Techniques, and creates an environment of respect and rapport. Establishes and maintains a culture of learning (both in school and off campus), a culture of respect, consistency, organization, and safety. Establishes and maintains clear and consistent standards of acceptable classroom behavior.

Instruction

• Demonstrates communication in a clear and concise manner, using questioning and discussion to engage students in learning. Provides accurate feedback and positive reinforcement to both students, families, and staff.

Professional Responsibilities

• Self-evaluates teaching effectiveness. Actively participates in committee work, PBIS procedures. Meets required professional development hours per ODE regulations; maintains certification in areas required by the Board and/or licensure requirements, and others as required by administration.
• Establishes and maintains positive collaboration with students, parents/guardians, outside agencies, LEAs, and community partners. Works collaboratively and cooperatively with other staff in instructional preparation, and provides instruction in cooperation with other staff. Communicates regularly with families.
• Provides professional enhancement to staff, and continues own professional enhancement. Participates in required in-services including but not limited to: Mandt, van training, CPR, delegated nursing, child abuse, universal precautions, MUI/UI, and others as required by administration.
• Is knowledgeable of and practices Universal Precautions and Infection Control as outlined in the Program's Exposure Control Plan. Exhibits an awareness of potential safety concerns, observes Board safety rules and policies, and communicates safety concerns to the appropriate authority. Correctly participates in all Fire and Severe Weather procedures and knows the location of the nearest fire extinguisher and pull station.
• Maintains confidentiality of student information in accordance with HIPAA regulations.

Persons who conduct Assessments and develop Behavioral Support Strategies that include Restrictive Measures shall meet the following requirement:

• Possess a Bachelor's or Graduate-Level Degree from an accredited College or University, and Possesses an ODE Intervention Specialist License or IS sub license with experience in behavior management strategies and techniques.