PRIMARY FUNCTION: This position works under the direction of the building principal and is responsible for assisting/supporting teachers in providing instruction to individual students or in a small group setting with behavior challenges. This position is also responsible for monitoring, redirecting and modifying student progress regarding inappropriate behaviors and performance, administering intensive behavior intervention programs to identified students.

REPORTS TO: Principal
SALARY SCHEDULE: Teacher
WORK DAYS: 190

REQUIREMENTS:

1. Education Level: Bachelor's Degree from an accredited college or university Preferred: Advanced degree(s)
2. Experience, Skill and Certification:

• Valid Georgia certification
• At least two years of successful performance working with children with learning and behavioral difficulties.
• Experience working with applicable age students who have behavior challenges.
• Knowledgeable/experience in effective De-escalation strategies.
• Successful experience working in an intervention setting as well as the classroom.
• Experience in developing, training, implementing, and monitoring academic/behavior plans.
• Effective oral and written communication skills and Outstanding social skills.
• Ability to interact and collaborate with staff, students and families in a professional manner.

DUTIES and RESPONSIBILITIES:

1. Assists in providing instruction to behaviorally challenged individuals or small groups of students, reinforcing instruction as directed by the teacher.
2. Administers one-to-one intensive behavior intervention to students.
3. Actively participates in behavior intervention meetings and professional development.
4. Collects data and records anecdotal student progress notes and maintains behavioral charting data.
5. Monitors and assists students in prescribed learning activities.
6. Monitors, observes and reports behavior of students according to approved procedures, including progress regarding student performance and behavior.
7. Assists students and parents by providing proper examples, emotional support and general guidance as directed.
8. Communicates with teachers regarding programs and materials to meet student needs.
9. Follows health and safety practices and regulations.
10. Assists students in developing self-help and self-advocacy skills as directed.
11. Assists in implementing specialized student plans such as Academic, IEP, BIP, and 504 (as needed).
12. Supports Positive Behavior Intervention System (PBIS) initiatives.
13. Directs student group activities as assigned.
14. Provides assistance with de-escalating student behaviors and reintegration back into the classroom.
15. Assists in the development of data collection systems to describe and improve behavior, track mastery of goals and objectives, and other areas as needed.
16. Collaborates and trains staff, administrators, parents and others, as necessary, in the development of functional behavioral assessments and behavior intervention plans.
17. Provides continuous support and feedback to personnel designated to implement behavior intervention plans, collect behavior data, and complete progress monitoring and other data collection for response to intervention team meetings.
18. Assists schools in collecting and analyzing discipline data, and actively participates in School Data Teams to reduce discipline referrals and use alternatives to suspensions when possible.
19. Develops and implements specific instructional lessons to support skill acquisition of pro-social behaviors for targeted students.
20. Implements classroom management system as applicable based on effective research strategies.
21. Works with school RTI teams to complete a needs assessment using data.
22. Uses exemplary planning, organization, leadership, communication, and interpersonal skills to manage multiple students, parents, and other resources.
23. Transports students as needed.
24. Follows Board policies, district procedures and contractual obligations.
25. Completes other duties as assigned.

Non-Essential Responsibilities
A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered "non-essential" in a specific situation. Any request for accommodation must be reviewed on an "individual case" basis.

Physical and Sensory Demands
Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.