Behavior Consultant

NEW PALESTINE COMMUNITY SCHOOLS

New Palestine, Indiana 46163

TITLE: Behavior Consultant

EDUCATION & EXPERIENCE: Master's level licensure in the areas of (1) school, clinical, or child psychology, (2) school social work or school counseling, (3) general or special education, (4) administration, (5) related service personnel, (6) vocational rehabilitation counselor, or (7) other qualified area. Certification and/or experience as a BCBA preferred.

Experience working with the psychosocial, behavioral, and educational aspects of PK-12 students with special needs.

COMPETENCIES: Data-driven decision making

Excellent problem-solving skills

Extensive knowledge of creating and implementing behavior intervention plans

Training and development

Excellent interpersonal communication skills

Ability to work collaboratively with building administrators, teachers, and support staff

Strong organizational skills

Professional Attitude and Appearance

TERMS OF EMPLOYMENT: 183-day contract

STATUS: Exempt

REPORTS TO: Directors of Special Education or designee

PRIMARY FUNCTION: The purpose of the Behavior Consultant position is to effect positive behavioral change in students and provide positive behavior management support for families, school/community professionals, and the students themselves. Behavior consultants will provide direct services to the student and/or indirect consultation and coaching to school personnel, depending on the IEP of the student. Behavior Consultants will also build capacity within each building through ongoing professional development.

Duties And Responsibilities

Individual Student Services

Conduct formal and informal functional behavior assessments

Develop behavior intervention plans with school personnel to support students throughout the school environment.

Design behavior protocols and crisis intervention plans.

Collaborate in the educational evaluation process and program development for students.

Assist school staff in writing individualized education program (IEPs) goals.

Participate in case conferences and other meetings involving students on their caseload.

Assist students in crises.

Supporting School Personnel

Provides ongoing consultation, involving classroom observations, staffings, coaching, troubleshooting, and support to staff involved in supporting students with diverse needs.

Model and support staff development of positive behavioral interventions and research-based interventions.

Assist staff in choosing curriculum accommodations.

Develop data collection systems in collaboration with school personnel to track behavior and academic progress.

Assist school personnel in analyzing data in order to choose appropriate positive behavioral interventions and make informed changes to interventions.

Develop instructional strategy materials (including reports) to support school personnel.

School-Wide Professional Development

Provide professional development via workshops, in-service presentations, and coaching on behavior support/management strategies in the classroom and social skills curriculum.

Facilitate and support school-wide positive behavior support plans when appropriate and when called upon.

Coordinate district training in Certified crisis intervention programs and ongoing refresher training.

Plan, develop, and facilitate collaborative Professional Learning Community meetings that are centered on appropriate and effective strategies for dealing with challenging behaviors.

Transition Services

Assist schools in preparing necessary paperwork for referral to alternative education programs.

Assist with students placed in alternative settings, their educational programming, and transition back to their home schools.

Support positive transitions for students with disabilities as they progress through various buildings and grade levels.

Collaboration with Family and Outside Services

Collaborate with family members, outside service providers, and homeschool personnel when students engage in problematic behaviors.

Help connect families to relevant community resources (e.g., counseling, funding options, physicians).

Serve as a liaison between the school and mental health services, and state or local initiatives

Coordinate district-wide parent training.

Ethical And Interpersonal Expectations

Adhere to the policies and procedures of the assigned schools.

Maintain respect at all times for confidential information.

Develop and maintain trusting, supportive, and professional relationships with all staff members.

Complete annual employee training.

Assumes other duties as assigned by the Director or designee.

Physical Demands

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.

Requires the ability to stand or sit up to 7.75 hours per day with intermittent occasional walking, standing, bending, and squatting

Required to sit, stand, bend, stoop, reach, grab, pull, hear, see, and speak on a daily basis

Required to perform repetitive physical tasks such as computer keyboarding, writing, and reading

Required to lift or carry supplies, textbooks, furniture, and equipment at a minimum of 35 pounds

Work Environment

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.

Standard office and school conditions - Moderate noise level in the work environment, adequate lighting, and comfortable temperatures

May have to monitor students in a variety of locations, including those with noise, activity, and inclement weather

The work schedule consists of a minimum full school day, with occasional nights and weekends

Occasional high to moderate levels of stress