Behavior Specialist

1 month ago


Santee, United States Santee School District Full time
SANTEE SCHOOL DISTRICT

BEHAVIOR SPECIALIST

PRIMARY FUNCTION:

Under the immediate supervision of the Director of Special Education the Behavior Specialist shall oversee the development and implementation of educational programs for students with behavior needs. Coordinate and oversee the programs for students in a variety of settings: Preschool, regular and special education classes. Supervise, train and monitor paraprofessional teams to ensure student success. Collaborate with IEP teams and assist in the development of goals and objectives based on observation, assessment data and parent input. Ensure effective programming for students by observing, analyzing data and modifying curriculum and instructional strategies on a regular basis. Conduct student progress meetings with parents, instructional assistants and IEP team members.

PROFESSIONAL RESPONSIBILITIES:

  1. Conduct ongoing training for regular and special education teachers, paraprofessionals regarding best practices for educating students with behavior needs.
  2. Assist general education teachers, special education support staff and school site teams with developing daily reports, behavioral schedules, social skills and curriculum for special needs students in general and special education classrooms.
  3. Model teaching strategies and techniques for regular and special education teachers and support staff for students with behavior needs.
  4. Provide consultation and support for parents of students with behavior needs in general and special education classroom and help to facilitate positive collaboration between parents and school site teams.
  5. Confer frequently with district special education support staff and administrators to provide needed services regarding best practices for educating students with behavior needs.
  6. Attend IEP's, staffing, and student progress meetings of students with behavior needs.
  7. Conduct student progress meetings with parents, paraprofessionals, and IEP team members.
  8. Conduct Functional Analysis Assessments and develop Behavior Intervention Plans.
  9. Collect and summarize behavioral data.
  10. Provide ongoing training to teachers and paraprofessionals in Applied Behavior Analysis and various methodologies.
  11. Inform staff of current trends/research in Autism Spectrum and Related Disorders.
  12. Perform related duties as assigned.


ESSENTIAL FUNCTIONS:

  1. Knowledge of federal and state laws related to exceptional student education.
  2. Ability to work collaboratively with others and facilitate groups to consensus.
  3. Ability to effectively engage in the problem-solving process.
  4. Ability to collect, summarize, and graph behavioral data.
  5. Ability to use and model research based classroom management and individualized behavioral interventions.
  6. Ability to communicate effectively with a variety of audiences, orally and in writing, including electronic media.
  7. Ability to organize, prioritize, and manage work assignments in an efficient manner and within established timeframes.

BEHAVIOR SPECIALIST (cont.)

EDUCATION / CREDENTIALS / AND OTHER REQUIREMENTS:

  1. Valid Special Education Credential: Early Childhood, Mild/Moderate or Moderate/ Severe
  2. Board Certified Behavior Analyst Certification desired
  3. Expertise and experience in working with students with behavior needs
  4. Skilled in Positive Behavior Strategies
  5. Experienced in providing support/training to teachers, staff and parents
  6. Excellent verbal and written English communication skills
  7. Valid California Driver's License
  8. Own an automobile and possess insurance for automobile


EXPERIENCE:

Three years' experience in a Behavior Specialist position or related field preferred.

KNOWLEDGE AND ABILITIES:

Knowledge of:

Oral and written English communication skills.

Interpersonal skills using tact, patience, and courtesy.

Ability to:

Serve in a leadership role and possess skills in developing positive interpersonal relationships; must be flexible in adapting to various working locations and in approach to job responsibilities. Maintain confidentially and use discretion.

WORKING CONDITIONS:

Environment:

Multiple work sites to include schools, District sites, and Non-Public Schools. 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. While performing the duties of this job, the employee occasionally works in outside weather conditions. The noise level in the work environment is usually moderate.

Physical Abilities:

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:

BEHAVIOR SPECIALIST (cont.)

Physical Abilities: (cont.)

  • Stand, walk, and talk or hear.
  • Occasionally required to sit; use hands to finger, handle, or feel objects, tools, or controls; and reach with hands and arms.

  • Lift up to 50 pounds.
  • Sit in small furniture and/or on the floor.
  • Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
  • Bend at the waist, knee or crouching to assist students.
  • Hear and speak clearly to exchange information and make presentations.
  • Seeing to read, prepare and review a variety of activities and to monitor student activities.
  • Sit or stand for extended periods of time.
  • Walk extended lengths to escort students around campus.

Hazards:
  • Potential exposure to communicable diseases and contact with blood and other body fluids.
  • Potential exposure to physical injury from aggressive behavior.

Board Adopted: May 1, 2018

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