Behavior Intervention Specialist (900002036)

POSITION TITLE:

Behavior Intervention Specialist – Special Education

RESPONSIBLE TO:

Director of Special Education

JOB CLASSIFICATION:

Certified Position: 201 days

FLSA Status: Exempt

JOB SUMMARY:

The overall purpose of this position is to work with teachers, administrators and/or other school personnel to evaluate, develop and implement appropriate behavior interventions and strategies for students with disabilities as well as those in the tiers who demonstrate behaviors that impede their learning or the learning of others.  

MAJOR RESPONSIBILITIES:

1. Train, model and coach teachers and paraprofessionals to implement social skills instruction for students with behavior-related needs
2. Assist teachers to create appropriate physical learning environments and develop effective classroom management practices and procedures
3. Provide professional learning opportunities related to behavior management, crisis prevention and intervention and positive behavior intervention and supports
4. Participate in the data review problem solving process and recommend research or evidence-based strategies and interventions to address behavior-related needs
5. Complete or facilitate completion of Functional Behavioral Assessments, Behavior Intervention Plans and Positive Behavior Support Plans for students with behavior-related needs
6. Assist teachers and students to develop self-monitoring techniques for students, such as behavior contracts and short-term action plans for improvement
7. Evaluate and communicate the effectiveness of behavior related strategies and interventions
8. Model and de-escalate crisis situations with students as requested
9. Consult with staff to develop plans (504, IEP, positive support, and etc.) that address behavior related concerns
10. Provide training and follow-up support to develop IEP goals and measure progress using various data collection techniques
11. Collaborate with agencies, families, schools and others as needed to effectively implement a student’s behavior intervention plan
12. Keep current in relevant topics through participation in professional organizations and professional development activities

NON-PROGRAM DUTIES AND RESPONSIBILITIES:

Performs other duties as assigned

QUALIFICATIONS:

Education:

• Valid Georgia Teaching Certificate, required.
• Behavior-related training and experience, required.
• Master’s degree in Special Education, preferred.
• BCBA Certification, preferred.

Experience: 

• Minimum of five (5) years of experience providing services to students with disabilities.
• Minimum of three (3) years of experience providing services to students with autism and/or emotional behavior disorders.
• Experience writing functional behavior assessments and behavior intervention plans required.
• Experience training and developing skills through professional development.

Skills, Knowledge, Abilities:

• Ability to establish and maintain effective working relationships and collaborative work schedule with other employees.
• Ability to work well with minimal supervision and collaboratively as a team member.
• Ability to communicate in a clear, concise and timely manner both in oral and written form.
• Ability to complete functional behavioral assessments and develop behavior intervention plans.
• Ability to evaluate the effectiveness of evidence-base strategies and interventions.
• Knowledge of applied behavior analysis methodologies.
• Knowledge of assessment and treatment of severe behavior.
• Knowledge of various means of data collection.
• Knowledge of transactional supports and ability to create appropriate supports to meet the unique needs of a student.

Physical Demands:

Vision, hearing and verbal communication are essential factors in performing required tasks, duties, and responsibilities.  Frequent movement from classroom to classroom and driving from school building to school building is required.  Some travel for professional development is also required.  Must be able to lift a minimum of 30 pounds, stand and walk for long periods of time and withstand extended periods of time in an automobile while traveling.   Must have flexibility in hours worked since teacher meetings often occur before and after regular school hours.

Work Environment:

The noise level in the work environment varies depending on the classroom noise level. The employee may face many interruptions and shifting priorities day to day. Working with specific students may require Crisis Prevention Intervention (CPI) training.

NONDISCRIMINATION STATEMENT:

The Board of Education of the City of Marietta does not discriminate on the basis of race, color, religion, national origin, age, disability, or gender in its employment practices, student programs and dealings with the public.

Salary Schedules