RIVERS Behavior Support

Harwood Unified Union School District•Waterbury, VT

About The Position

To assist and supervise assigned special education students with intensive behavioral needs instructionally,emotionally and behaviorally in a classroom and community setting. To implement students’ individual educational programs and behavioral plans in a school based program AND in the inclusive general inclusion program (when applicable), individually, and in a small or whole group setting. To play a supportive role in assessing the progress and needs of assigned students, and participate in developing and modifying individualized behavioral and instructional programs.

Requirements

A Bachelor’s degree in Education or a related field is preferred.
One year of directly relevant experience in a school setting is desirable.
Good working knowledge of children.
Ability to read and interpret documents such as Individualized Education Programs (IEPs), behavioral support plans, psychological, medical, and/or academic evaluation reports, and educational curriculum.
Ability to write routine reports and correspondence.
Ability to speak effectively.
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
Good basic computer skills and experience with word processing programs required.
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
Ability to deal with problems involving several concrete variables in standardized situations.
Ability to identify precursors and regulate students in dysregulated situations.
Ability to communicate courteously, efficiently, and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations.
Ability to work cooperatively and effectively with peers, supervisors, parents, and outside agencies.
Ability to show patience, respect and compassion in working with students.
Ability to effectively resolve conflicts and handle stress.
Dependability - being reliable, punctual, responsible, and fulfilling obligations.
Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations.
Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude.
Concern for Others - being sensitive to others’ needs and feelings and being understanding and helpful on the job.
Attention to Detail - being careful about detail and thorough in completing work tasks.
Integrity - being honest and ethical.
Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace.
Independence - guiding oneself with little or no supervision, and depending on oneself to get things done.
Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.

Nice To Haves

Knowledge of children with disabilities and special education teaching methods preferred.
Demonstrated broad knowledge of academic subject matter being taught to students is desired.
Ability to provide effective instruction and receive constructive feedback.
Ability to use adaptive equipment and augmentative and alternative communication (AAC) preferred.
Experience working with children/adolescents.
Training/experience working with students who have intensive special needs is desirable.
Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school).
First aid and CPR training desirable.
Ability to remain calm and efficient in responding to emergencies.

Responsibilities

Participate in specialized trainings provided by the school district or otherwise required.
Adapt classroom material/methods as appropriate to meet the needs of students, in consultation with the classroom and/or special education teacher.
Participate in various community activities and field trips with students.
Assist in the administration of informal assessments to determine student progress and/or level of achievement.
Assist in developing, compiling, and organizing instructional materials, under the direction of the classroom teacher or special educator.
Play a supportive role in evaluating student progress, problems, and needs.
Participate in developing formats for student instruction and teaching strategies, and other activities as assigned.
Conduct task analysis and data collection on student performance.
Maintain working files and gather and record a variety of data related to student performance, progress, and behavior.
Make photocopies, order supplies, and perform related office work.
Participate in team meetings, upon request, to assist in developing student plans, assessing and evaluating student needs, and progress.
Confer with teachers, families, and administrators, as appropriate, concerning various matters pertaining to the students.
Administer first aid and CPR if necessary.
Assist students physically as required.
Such could include implementing non-aversive, restrictive behavior interventions in accordance with established school district policy, state regulations, and protocols, as necessary.
Attend and participate in all relevant training sessions, meetings, and professional growth activities as requested and/or required.
Assist with the transportation of assigned students, as requested.
Process routine communications, such as parent logs, permission slips, meeting reminders, staff meeting notices, and the like.
Implement instructional and behavioral programs for students, under the general direction of classroom and/or special education teachers.
This includes working with students, both individually and in small groups, in a variety of academic areas and life skills.
Implement and practice behavior support plans and programs for and with students.
Assist and/or instruct students in basic life and functional skills.
Supervise student(s) in various settings.
Implement or assist in implementing a variety of assistive and medical therapy, as directed.
These may include, but are not limited to, respiratory therapy, physical and occupational therapy, speech therapy, and administering medications as needed under the direction of the school nurse.
Keep detailed data on student progress in academic, social-emotional, functional, and behavioral realms.
Other related duties as assigned.