What are the responsibilities and job description for the Behavior Support Specialist position at Chapel Hill-Carrboro City Schools?
Chapel Hill- Carrboro City Schools
Job Description
Job Title: Behavior Support Specialist
NC Salary Schedule; Certified
Reports To: Lead for the Autism and Behavior Team in collaboration with the Director of Psychological and Support Services
Salary Grade: Teacher
Work Location: Lincoln Center (Itinerant)
FLSA Status: Exempt
Work Schedule: 10 month
Position Summary
To provide support for staff working with students identified with behavioral/ social emotional needs. Provide support and/or coaching for implementation of evidence based practices to students with educational, behavioral, social and emotional needs. This individual will collaborate with a variety of school and district staff to promote a positive school climate and a successful learning environment for students. The employee works with a high level of independence and professional discretion under general supervision.
Essential Duties
This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual’s ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.
Job Description
Job Title: Behavior Support Specialist
NC Salary Schedule; Certified
Reports To: Lead for the Autism and Behavior Team in collaboration with the Director of Psychological and Support Services
Salary Grade: Teacher
Work Location: Lincoln Center (Itinerant)
FLSA Status: Exempt
Work Schedule: 10 month
Position Summary
To provide support for staff working with students identified with behavioral/ social emotional needs. Provide support and/or coaching for implementation of evidence based practices to students with educational, behavioral, social and emotional needs. This individual will collaborate with a variety of school and district staff to promote a positive school climate and a successful learning environment for students. The employee works with a high level of independence and professional discretion under general supervision.
Essential Duties
- Provide direct and consultative support to students and school teams that require Social Emotional support and management of behavioral needs across several schools in the district to include students in General or Adapted Curriculum such as Future Ready Core, Occupational Course of Study, and Extended Content Standards
- Provide support to school teams with the implementation of a structured environment that includes the use of evidence-based strategies for the support of students with behavior/ social emotional needs
- The support will include observation, consultation, modeling and/or faded direct student support
- Provide coaching and professional development to staff around data collection, completion of Functional Behavior Assessments (FBA), function-based interventions and the development and implementation of Behavior Intervention Plans (BIPs)
- Provide support for the development of Individualized Educational Plans in collaboration with school teams and district colleagues, to include Transition Plans, goal development and accommodations
- Work as a member of school and district teams to assess student needs, determine appropriate interventions, set up appropriate progress monitoring plans, analyze student data in order to serve students in the least restrictive environment
- Provide training and coaching to staff in instructional strategies consistent with social/emotional needs, to include social skill and executive functioning skill development
- Provide crisis response and management for students who are experiencing significant educational challenges aligned with social/emotional needs in accordance with the individual student crisis plan or behavioral intervention plan
- Demonstrate ability to use conflict resolution and crisis intervention skills
- Keep accurate records to inform school and district administration of student progress and required support as required by local and state policies
- Stay abreast of district and state policies pertaining to the content area and communicate this information to the EC Leadership or other impacted district staff
- Maintain professional competence through in-service education activities provided by the district and through self-selected professional growth activities by assessing one's own needs
- Ability to work cooperatively with staff, administrators and support personnel in a team approach to solving individual student needs
- Ability to maintain high ethical standards and confidentiality throughout all duties
- Must model and maintain exemplary punctuality and attendance
- Provides professional services that promote effective functioning for students, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect
- Works to ensure students’ rights and welfare in the school and community
- Perform related duties as assigned by supervisor
- Maintain compliance with all District policies and procedures
- Demonstrates excellent oral and written communication skills, organizational skills, problem solving, consultation and collaboration skills
- Must hold or be eligible to obtain a North Carolina professional educator’s license or related educational field
- Minimum of three years experience working with students with behavior/social emotional needs and/or students in a variety of instructional settings with behavioral, academic and/or social-emotional challenges
- Preferred certification in de-escalation methods, Crisis Prevention Intervention (CPI), BCBA or BCaBA, or experience in application of evidence based interventions
- Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards
- Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards
- Ability to perform medium physical work duties consistent with the amount of time spent standing and/or walking, and be able to lift, carry, push, pull or otherwise move up to 25 pounds
- Must be able to use a variety of office equipment such as computers, copiers, and scanners.
This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual’s ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.