Behavioral Specialist

Campbell County School District; Gillette (WY); On-site; USD 55,000 - 75,000; Full time

Job summary

Campbell County School District seeks a Behavioral Specialist to support students with disabilities through SEL and behavior programming district-wide.

The role involves collaboration with staff, development of intervention plans, and training for teachers to implement effective behavior strategies. It requires knowledge of SEL, FBA, and IBP processes, plus ongoing consultation with families and outside agencies as needed.

Qualifications

• General knowledge of Social Emotional Learning and Behavior and their impact on students with disabilities.
• Knowledge of the law, rules and regulations governing the Education of Students with Disabilities.
• Strong understanding of Functional Behavior Assessment and Behavior Intervention Planning.
• Ability to assess social emotional and behavioral needs for instruction and programming.

Responsibilities

• Collaborate with staff to develop and implement social emotional and behavior programming district-wide.
• Maintain and improve staff capabilities related to education of students with disabilities.
• Employ district-wide Social Emotional Learning and behavior consultation systems.
• Monitor effectiveness of SEL and behavior programming for students with disabilities.
• Provide staff development on behavior management strategies.
• Consult with staff and families regarding behavior plans and practices.

Skills

Social Emotional Learning

Behavior management

Interpersonal communication

Assessment of student needs

Problem solving & analytical thinking

Education

Bachelor's Degree

Wyoming teaching license/certificate

Job description

REPORTS TO:

Director of Special Programs

DEPARTMENT:

Special Programs

JOB DESCRIPTOR:

SCHEDULE:

DATE: 3/16/22

NON-EXEMPT:

NATURE AND SCOPE OF JOB:

Acting under the supervision of the Director of Special Programs, the Behavioral Specialist
provides continuous support to the district’s educational environment through the facilitation of
effective programming and practices to assist and support staff in providing FAPE to Students
with Disabilities who have social emotional and behavioral needs addressed through an
Individualized Education Plan. Duties include supporting and assisting staff in the identification
of students, the development and implementation of Social Emotional Learning and Behavior
Programming, as well as supporting staff through intervention and training. The specialist is a
resource to both staff and families.

ESSENTIAL FUNCTIONS:

1. Collaborate with staff in developing, implementing and utilizing social emotional and behavior programming throughout the district ensuring quality, consistent, and appropriate programming for students with disabilities.

2. Strive to maintain and improve the district’s staff in areas related to the education of students with disabilities who have social emotional and behavioral education needs as related to curriculum and specific areas of caseloads.

3. Employ and utilize a district-wide system for Social Emotional Learning (SEL) and behavior consultation.

4. Monitor and regularly assess the effectiveness of SEL and behavior education programming as it relates to students with disabilities.

5. Promote positive public relations with the community and within the school district by using positive verbal and non-verbal communication and interaction skills at all times.

6. Act as a consultant and liaison with students and families.

7. Collaborate with staff in developing, implementing and utilizing Behavior Intervention Programming.

8. Collaborate and consult with staff in the assessment of the individual needs of students.

9. Participate in providing staff development activities for teachers to improve their skills in behavior management strategies.

10. Provide ongoing consultation to staff and parents regarding situational appropriate behavior management plans and practices.

11. Conduct student observations and assist with general assessments and Functional Behavioral Assessments when appropriate.

12. Be available to assist and support in crises situations in order to provide critical intervention.

13. Collaborate and consult with outside healthcare specialists and support agencies in the community or region.

14. Consult with staff on topics including behavior management, classroom modifications, and appropriate inclusionary practices.

15. Develop, implement and train staff on the appropriate application and use of FBAs, BITs as well as other SEL and behavior interventions and programming.

16. Participate in the development and delivery of staff training and professional development related to behavioral disabilities and effective teaching methods.

17. Communicate to teachers any unusual situations or needs of students.

18. Participate in in-service and workshop programs and attend required meetings.

19. Serve as a role model for students and staff in demonstrating positive attitudes, appropriate attire and grooming, and effective work ethic.

20. Display ethical and professional behavior in working with students, parents, school personnel, and outside agencies associated with the school.

21. Assist with all non-instructional tasks as assigned by Director of Special Programs.

22. Performs other duties and responsibilities as directed by the Director of Special Programs.

JOB QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND MENTAL ABILITY:

• Possess a general knowledge of Social Emotional Learning and Behavior, and their impact on school performance as it relates to Students with Disabilities.
• Possess a knowledge of the law, and rules and regulations governing the Education of Students with Disabilities.
• Possess a strong understanding of the Special Education evaluation and IEP process.
• Possess a broad general knowledge of all curriculum areas.
• Possess the ability to assess social emotional and behavioral needs and competence of students in the design of appropriate instruction and educational programming.
• Possess strong interpersonal and communication skills.
• Possess a good understanding of a Functional Behavior Assessment and the Behavior Intervention Planning process.
• Possess problem solving, imagination, patience, reasoning, creativity, judgement, and analytical abilities.

EDUCATION, LICENSE, CERTIFICATION, OR FORMAL TRAINING:

• Possess all certificates required for the State of Wyoming.
• Possess at a minimum a Bachelor's Degree.
• Continue to pursue on-going training as it relates to Students with Disabilities especially, but not exclusively in the areas of Social Emotional Learning and Behavior.
• Possess or have the ability to gain training and certification in the Boys Town Behavior Management and Mandt De-escalation systems.
• Possess a valid Wyoming driver's license.