SPED - Behavior Strategist

Duties & Responsibilities:
(Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)

• Compensation is determined upon education level and experience.
• Support universal tier of behavior intervention modality for all students
• Accessible to support all students in real time as needs arise.
• Act in a trauma responsive manner for students in crisis utilizing specifically trained skills of de- escalation and co-regulation.
• Gain student insight through intervention implementation to provide students new perspectives and tools through a cognitive behavioral approach.
• Possess a deep knowledge of behavior and brain development, as well as psychological development in order to respond productively to student needs.
• Collaborate with classroom teachers and other staff to ensure transfer and generalization of new skills.
• Communicate with building leaders, mental health professionals, and Student Intervention Team members regarding student needs gained through application of brain-based, trauma responsive interventions to inform student intervention plans.
• Exhibit a positive attitude and provide support and general guidance in order to maintain a climate that fosters a safe and caring environment and connection to school.
• Meet regularly with the Student Intervention Team and Building Leadership
• Participate in required in-service meetings, workshops/seminars, as well as ongoing training in the summer months, etc.
• Create a positive relationship with all stakeholders and students and ensure the interaction they have with the district is an effective and satisfying experience.
• Follows district policy in maintaining private student data and confidentiality for all student and staff information.
• Participate in ongoing district collaborative teaming with Behavioral Strategists to engage in continuous improvement.
• Other duties as assigned by building administrator.

Physical Requirements of Position:(HBV ?Yes ? No)
(The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
While performing the duties of this job, the employee is regularly required to -

• Sit, stand, speak, hear, see, and walk to carry out routine duties.
• Must be able to occasionally lift, move, or push items of 50 lbs. such as assisting children or moving/rearranging furniture.
• Must be able to supervise students in all types of weather.
• Meet multiple demands from several people and interact with the public and other staff.
• Must be able to implement Crisis Prevention Intervention strategies, including appropriate physical restraint procedures and escorting.

Work Environment:
(The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)

• Noise level is quiet to loud.
• Work may be indoors and/or outdoors.
• Work may be in non-air-conditioned rooms.
• Substance-free environment.
• Fast-paced atmosphere with constant contact with students, staff, or the public.
• Direct responsibility for the safety, well-being, and work output of student.

Special Qualification Desired:
(Personal Qualities, Education, Skills Needed, Experience, Etc.)

• Successful Candidate must possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential
• Possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child achieves success.
• Provide a variety of suggestions for working with students across settings.
• Maintain flexibility in day-to-day interactions with staff and students.
• Maintain confidentiality of information regarding students
• Awareness of district requirements and Board of Education policies
• Consistent and reliable attendance is required.
• Skilled, understands, or willing to be trained in Multi-tiered System of Supports
• Knowledgeable and/or willing to be trained in functions of behavior.
• Willing to be trained to be trained in brain-based, trauma responsive practices.
• CPI trained or willingness to gain CPI certification