Behavior Specialist - Teacher On Assignment

RCSD•Rochester, NY

About The Position

The Behavior Support Specialist provides ongoing support to elementary and secondary staff and students to support the development and implementation of positive behavioral supports and interventions. The role requires experience working with students with emotional disabilities, Autism Spectrum Disorder, significant behavioral or management needs, and/or mental health concerns. The specialist works with staff, student support teams, students, and parents to assess behavior, develop and implement supports, and promote desired behaviors.

Requirements

New York State certification in one of the following areas: Special Education Teacher, School Social Worker, School Psychologist, or School Guidance Counselor.
Five years of successful experience in an educational setting.
Three years of experience with students with emotional disabilities, Autism Spectrum Disorder, significant behavioral or management needs, and/or mental health concerns.
Experience with intervention teams, Functional Behavioral Assessments (FBA), Behavioral Intervention Plans (BIP), and Positive Behavioral Support systems.
Experience in elementary or secondary instruction.
Ability to work with a variety of staff, student support teams, students, and parents.

Responsibilities

Observe student behavior, environments, and instructional programs; assess needs; and consult with staff.
Assist classroom teachers in developing individual or group positive behavioral and instructional supports and interventions.
Prioritize classroom teachers’ needs related to the environment, activities, transitions, and instructional delivery.
Meet with students who have aggressive, defiant, destructive, or persistently disruptive behaviors to identify behavioral functions and teach or identify alternative and desired behaviors.
Conference with teachers and parents, individually or in groups, to develop consistent positive behavioral support and intervention plans.
Maintain liaison with parents, school staff, and community resources.
Assist building-level personnel in understanding the function of behavior for students with emotional disabilities, Autism Spectrum Disorder, significant behavioral or management needs, and/or mental health concerns.
Facilitate or assist student support teams in developing and implementing behavioral support plans, behavioral intervention plans, and crisis plans.
Model, coach, and provide professional development on multi-tiered behavioral support systems for school staff working with students with identified behavioral and mental health needs.
Participate as an additional member of the Committee on Special Education, contributing qualitative and quantitative data related to the function of student behavior.
Confer with classroom teachers and administrators to create alternatives to suspension for students.
Negotiate classroom and school environments and actively supervise and monitor classes or students during school hours as needed.