Program Consultant for Behavior Support

POSITION SUMMARY

The Program Consultant for Behavior Support is responsible for district-wide consulting, coaching, and problem solving to assist school teams in the planning and implementation of evidenced based strategies/systems to support students with significant behavior challenges.  The position will be critical in advocating and supporting students to be successful within the least restrictive setting. 

ESSENTIAL FUNCTIONS

Note:  These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA.   To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The statements below are intended to describe the general nature and level of work being performed by a person in this position.  They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.

• Enthusiasm and flexibility to work collaboratively with students, parents, teachers, and administrators.
• Provides consultation and assistance to administrators, instructional, and support staff on the planning and implementation of Functional Behavior Assessments, Positive Behavior Support Plans, and Emergency Intervention Plans.
• Provide analysis and interpretation of information and data in oral and written reports.
• Works in collaboration with the local school district team in the ongoing development of early intervening services through multi-tiered systems of support (MTSS) and positive behavioral interventions and supports (PBIS).
• Participate as a member of an Individualized Education Program Team meeting
• Provides parents and families with techniques to assess and implement positive behavior strategies in the home/community environments
• Provides modeling, training, and professional development, in alignment with best practices, to build capacity and overall student behavioral success.
• Engage in regular professional learning opportunities to stay abreast of current evidence-based practices
• Demonstrate the ability to communicate clearly and concisely in written and oral communication with administrators, staff, parents/guardians, and community agencies
• Demonstrate the ability to establish and maintain effective working relationships with students, peers, families, school personnel, community agencies
• Knowledgeable about educational organizations, educational law and the areas of educational assessment and evaluation.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

SUPERVISORY RESPONSIBILITIES

• May supervise students.

EDUCATION and/or EXPERIENCE

• Master’s degree in special education or a field of study related to supporting students with significant behavior disorders.
• At least 5 years of experience implementing research-based strategies to address challenging behaviors.
• Board Certified Behavior Analysis (BCBA) certification preferred.

CERTIFICATES, LICENSES, REGISTRATIONS

• State of Michigan teaching certificate with an endorsement in special education. Non-teacher certification candidates must be in compliance with certification requirements for specific disciplines per Michigan Department of Licensing and Regulatory Affairs (LARA) rules and regulations as well as any additional approval requirements in order to maintain professional licensure.

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS & ABILITIES

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

PHYSICAL DEMANDS

While performing the duties of this job, the employee will regularly sit, walk and stand.  Specific vision abilities required by this job include close vision.

WORK ENVIRONMENT

The noise level in the work environment is usually quiet.  The employee is directly responsible for the safety, well-being of students.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Deputy Superintendent for Administrative Services.

Salary : $53,312 - $100,990