Behavior Specialist

Wethersfield Public Schools•Wethersfield, CT

4d•Onsite

About The Position

Wethersfield Public Schools is hiring multiple Behavior Specialists to support one or more students throughout the academic day in their academic, social, and behavioral growth and development. Assignments may be in specialized classrooms, on school crisis intervention teams, or at other district locations as needed. The district may move staff between assignments or schools during the school year to meet student needs. Some assignments may extend beyond the student school day, such as supervising students on a bus before or after school. This is a 10-month position, generally running from late August through mid-June, for 31.25 hours per week, Monday through Friday. Start and end times vary by assignment and include a 30-minute unpaid lunch. The role pays $25.39–$31.12 per hour worked under the collective bargaining contract. Behavior Specialists are classified and paid at pay grade 4 only when they have completed the required training and are assigned to a specialized classroom or school crisis intervention team; staff may be moved to a pay grade 2 Paraeducator role as district needs, qualifications, or performance require. The role requires positive relationships, effective communication, patience, compassion, confidentiality, flexibility, and the ability to model appropriate behavior and academic progress. Benefits eligibility includes paid sick time, paid personal days, retirement benefits, and health care, life insurance, or disability benefits associated with the position. The position is affiliated with the secretary/clerical/paraeducator/tutor union and is subject to the applicable terms of the 2024–2027 collective bargaining agreement.

Requirements

Associate degree, at least 60 college credit hours, or successful completion of the ParaPro Assessment.
Registered Behavior Technician (RBT) credential and training in Trauma Informed Practices/Strategies, or willingness to participate in and successfully complete training in ABA/DTI strategies and Trauma Informed Practices/Strategies.
Ability to work under the direction of classroom teachers and specialists.
Experience working with students with special needs.
Ability to work cooperatively with administrators, general education teachers, support staff, and parents.
Ability to work with students with special needs and disabilities in general education and special education settings, including district special education programs.
Ability to follow teacher and related staff instructions concerning work modifications and behavior plans.
Ability to review developmental and remedial materials clearly and efficiently.
Ability to assist teachers with interruptions and emergencies, move swiftly, and perform or be trained to perform physical restraint in emergencies.
Ability to lift up to 25 pounds.
Ability to sit for up to 30 minutes on the floor or in a child-sized chair; the typical role involves approximately 40% sitting, 30% standing, and 30% walking, with possible carrying, pushing, pulling, climbing, balancing, stooping, kneeling, and crouching.
Ability to participate on a Crisis Intervention Team, including certification or willingness to participate in Crisis Prevention Training, including restraint/seclusion practices.

Nice To Haves

Specific training and/or experience supporting students with significant cognitive, social/emotional, and learning needs is highly preferred.

Responsibilities

Support students throughout the academic day in their academic, social, and behavioral growth and development.
Maintain fairness, respect, equity, appropriate boundaries, and confidentiality when working with students, families, and staff.
Work independently with small groups of students in varied environments and support students with diverse abilities and disabilities across grade levels.
Apply behavioral principles consistently and implement treatment plans under the direction of a BCBA or BCBA consultant.
Provide individual support to students with identified behavioral needs and implement behavior plans to reduce socially inappropriate behavior and promote appropriate social behavior, emotional regulation, and problem solving.
Respond to and manage crisis situations, which may include physical aggression, using trained de-escalation and intervention strategies.
Teach communication, social, self-help, play, academic, and independence skills using Applied Behavior Analysis principles where appropriate.
Help prevent discipline problems and promote relationship building.
Communicate and collaborate with coworkers, teachers, community partners, administrators, and families as appropriate; consult daily with the special education teacher about responsibilities.
Implement and support behavior plans and strategies under teacher direction, follow staff instructions and work modifications, and collect and record student data as directed.
Complete detailed, accurate, consistent, and timely daily documentation and data collection notes.
Act as a liaison between teachers and accept changes to work assignments as needed.
Provide personal assistance with mobility, positioning, personal care, daily activities, and restroom use as needed.
Use technology, including assistive technology, to support student learning and communication.
Participate in Crisis Intervention Team activities and complete required crisis prevention, de-escalation, and restraint training as applicable.
Ride the bus with students who require adult supervision when assigned.
Perform other duties as assigned by administration.