Behavior Consultant

Greater Jasper Consolidated Schools; Jasper (IN); On-site; USD 55,000 - 75,000; Full time

Job summary

Greater Jasper Consolidated Schools in Jasper, IN seeks a Behavior Consultant to provide direct and indirect support for students with autism spectrum disorders, emotional disabilities, or other behavioral needs. The role emphasizes collaboration with teachers, families, and mental health professionals to implement effective interventions.

Responsibilities include conducting assessments, developing and monitoring behavior plans, and ensuring alignment with IEP goals.

Qualifications

• Licensed to teach emotional disabilities.
• Current Social Work license.
• BCBA certification required.
• Experience in behavior management.

Responsibilities

• Participates in GEI / RTI process and assists in observation, description, and referral of students with emotional disabilities or autism spectrum disorder.
• Conducts academic and behavioral assessments and formal/informal observations.
• Prepares written evaluation reports and interprets data to inform interventions.
• Audits IEPs to ensure alignment of functional behavior assessments and goals.
• Coordinates case conferences to determine eligibility and service planning.
• Provides data-driven behavior plans and progress monitoring for students with behavioral needs.

Education

Emotional Disability Teaching License

Social Work License

BCBA Certification

Experience in Behavior Management

Job description

POSITION TITLE: Behavior Consultant

QUALIFICATIONS: Emotional Disability Teaching License; Social Work License; BCBA Certification; Experience in Behavior Management

REPORTS TO: Director of Special Education and/or Director’s Administrative Designee

SUPERVISES: Paraeducators in specific situations

JOB GOAL: To provide both direct and indirect support services for students with Autism Spectrum Disorder, emotional disabilities, or other disabilities who have behavioral support needs.

Performance Responsibilities

• PARTICIPATION IN GEI / RTI PROCESS: Participates in school general education initiative / response to intervention process.
• REFERRAL PROCESS: Assists and guides teachers and parents in observing, describing, and referring suspected and identified students with emotional disabilities or autism spectrum disorder, or students who may require a behavior intervention plan.
• EVALUATION: Conducts careful and efficient academic and behavioral assessments. Conducts formal and informal systematic behavioral observations.
• REPORT WRITING: Completes required documentation, paperwork, and reports in a thorough and timely manner. Prepares written reports of evaluations within time guidelines as mandated by Article 7. Interprets relevant functional academic and behavioral assessment data that are user-friendly, intervention and results oriented.
• COLLABORATES WITH TEACHERS OF RECORD: Audits IEPs to ensure alignment of functional behavior assessments, behavioral intervention plans, goals, instruction, supports, progress monitoring, and placements.
• CASE CONFERENCES: Coordinates and participates in case conferences to determine the eligibility, service delivery planning, and re‑evaluation for students whom require special education programs and services. Coordinates and participates in team meetings. Coordinates compliant manifestation determination conferences.
• ELIGIBILITY: Ensures that all legal and procedural details have been followed when considering eligibility for special education programs.
• GOAL WRITING: Creates written drafts of appropriate, measurable goals.
• CONSULTATION: Consults and collaborates with educators, parents, students, administrators and other professionals or agencies to improve student outcomes. Communicates effectively with mental health agencies or other pertinent agencies concerning student eligibility, progress, and programming.
• PROGRESS MONITORING: Provides support, instruction, and technical assistance to educators and administration for ongoing monitoring of progress. Sets up data collection tools for staff to use. Evaluates effectiveness of programs and behavior intervention plans.
• SERVICE DELIVERY DEVELOPMENT: Uses data outcomes from evaluations and progress monitoring to implement evidence‑based plans at an individual, group, or systems level. Provides direct instruction to students as deemed appropriate by student IEPs. Provides intensive interventions as assigned.
• RESOURCE TO OTHERS: Assists in planning and conducting in‑service programs and workshops for special education teachers, general education teachers, program assistants, bus drivers, parents, and administrators.
• PLANNING FOR DEPARTMENT: Works cooperatively with the other educators as it relates to planning and organizing educational services.
• PROFESSIONAL DEVELOPMENT: Participates in regular and on-going professional development activities to maintain a high standard of service delivery. Maintains current non-violent crisis / deescalation programing certification.
• PROGRAM EVALUATION: Conducts audits of IEPs to ensure that students on partial day schedules and homebound placements (due to behavior) have appropriate behavioral goals and plans in place to enable students to be successful in full day programming.
• ETHICS: Reports any and all violations of policies, procedures, rules and regulations to Co-op Administration.
• OTHER: Performs other duties as assigned by Director and / or Director’s Administrative Designee.

TERMS OF EMPLOYMENT: In accordance with regular teacher contract; additional contract days may be added subject to Board approval.

Evaluation: In accordance with Board policy by the Director or the Director’s Administrative Designee.