Behavioral Specialist- Helena Public Schools
The Helena Public Schools are accepting applications for a Behavioral Specialist. We offer competitive pay, a comprehensive benefit package, generous sick and personal leave, and professional development opportunities with tuition reimbursement available. Interested persons are encouraged to e-mail personneloffice@helenaschools.org for additional information.
Position requires 3 years of experience working with students on Autism Spectrum or other developmental/behavioral needs; or an equivalent combination of education, training and experience as determined by the District. Prior successful experience in Functional Behavior Assessments and other assessments, individual program development, collecting and interpreting data, training staff to implement programming, data collections and interpretation is desired. A Masters is preferred, not required; Montana Licensure is required, certification in Behavior Analysis is preferred; not required. Current entry level salary is $43,697 + per year depending upon education level and applicable experience. The District provides a comprehensive cafeteria style benefit package which includes: retirement plan, sick and personal leave, tuition reimbursement, health insurance with dental and vision coverage, life insurance, long term disability insurance, long term care insurance, a section 125 plan and numerous tax sheltered annuities (403b's).
Required application materials include: completed district online application, letter of interest, resume and college transcript copies. Initial screening of applications will begin immediately and continue on an ongoing basis until the position is filled. The Helena Public Schools are an Equal Employment Opportunity employer.
District online application is available at: https://www.applitrack.com/helena/onlineapp/default.aspx?Category=Student+Support+Services
Helena Public Schools
Human Resources Office
55 South Rodney Street
Helena MT 59601
406-324-2012
Helena Public Schools
Position Description
Position Title: Behavioral Specialist
Department: Student Services
Reports To: Administrator, Student Services
SUMMARY: Provides behavior analysis services and behavior management plans for special education students enrolled in educational programs; provide support and professional learning to school site staff, para-educators, and parents/guardians in appropriate behavior intervention techniques; conducts assessments and develops plans that confirm to IDEA and Montana regulations. Responsible for planning instruction and/or adaptation of the education program to enable students to benefit from educational services. Leads students toward the fulfillment of their potential for intellectual, emotional, physical and psychological growth and maturation.
ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned.
Essential Functions:
- Develop materials and provide resources for and provide professional instruction to administrators, educators, para-educators and parents/guardians in Applied Behavior Analysis (ABA) and and/or other evidence-based methodologies related to addressing the needs of students with behavior difficulties. Provides coaching and professional development to staff on behavior interventions and supports.
- Provide professional learning and conduct functional analysis assessments of behavior for students with complex and/or severe behaviors in accordance with the IDEA, Applied Behavior Analysis (ABA) and Montana regulations. Works cooperatively with special education administrators, school psychologists, social workers and special education teachers in developing FBA/BIP procedures and paperwork. Participates in planning and placement meetings on an as-needed basis.
- Confers with regular classroom teachers, along with special education teachers/student services staff regarding students with behavioral challenges. Participates in behavior teams providing support and management for the implementation of behavior plans. Provide behavioral assessments for individual students. Designs, develops and implements, with appropriate district approvals, management and/or behavioral interventions.
- Assist District staff with the development and implementation of behavior plans, ABA programs and other appropriate programs for students with Autism and/or other disabilities that present behavior/learning challenges. Assist with developing and providing staff training and preparation for working effectively with students with a diagnosis of autism or autism spectrum disorder as well as those students with other behavioral disorders.
- Manage assaultive behaviors, e.g., Nonviolent Crisis Intervention (CPI). Maintains appropriate records, assists and provides guidance for teachers and other staff in the implementation of behavioral interventions.
- Work with students who exhibit inappropriate behaviors and provide support and professional learning for staff who work with students who exhibit such.
- Provide professional learning and conduct functional analysis assessments of behavior for students with complex and/or severe behaviors in accordance with the IDEA and Montana regulations. Works cooperatively with special education administrators, school psychologists, social workers and special education teachers in developing FBA/BIP procedures and paperwork.
- May supervise BCBA candidates within Helena School District #1, as appropriate.
- May assist students who are transitioning from alternative programs to regular school programs.
- Collaborates with public and private agencies to offer programs that foster pro-social skills and prevent violent behavior for the purpose of providing services to strengthen families as well as students.
- Collect data and prepares a variety of reports for the purpose of documenting case history, assessments, treatment, and medical billing record. Assists with maintaining student data and prepare pertinent reports requested by Supervisor.
- Travel from site to site and/or performs necessary home visits for the purpose of providing direct treatment, consultation, and collaboration for students and families.
- Carry out other duties and responsibilities as designated by Supervisor.
SUPERVISORY RESPONSIBILITIES:
None
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
A Masters in Education or related field is preferred, 3 years of experience working with students on Autism Spectrum or other developmental/behavioral needs; or an equivalent combination of education, training and experience as determined by the District. Prior successful experience in Functional Behavior Assessments and other assessments, individual program development, collecting and interpreting data, training staff to implement programming, data collections and interpretation is desired. Certification in Behavior Analysis is preferred.
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Montana Teaching Certificate with appropriate endorsement. Preference to Board Certified Behavior Analyst Certification (BCBA)
LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from students, staff, and the general public.
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on District and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication. Knowledgeable of best practices and laws governing behavioral supports for students with disabilities
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.
While performing the duties of this position, the employee is regularly required to talk or hear. The employee is occasionally required stand, walk, sit, and stoop, kneel crouch or crawl. Specific vision abilities required by position include peripheral vision.
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.
The noise level in the work environment is usually moderate to loud. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well being of students.
The information contained in this position description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by individuals currently holding this position and additional duties may be assigned.
