Specialist: Behavior - Central School Support Services Department (2019-20)

Ref: PCN4497, PCN4046

TITLE:

Specialist, Behavior

REPORTS TO:

Assigned Supervisor

DEPARTMENT:

As Assigned

CLASSIFICATION:

Classified

FLSA:

Non-Exempt

WORK YEAR/HOURS:

10 months/7.5 days or duty hours and days as assigned

ISSUED:

Created: May 2014

Revised: June 2016

SALARY GRADE:

WTCL 57

BASIC FUNCTION: Behavior Specialist: (1) will provide direct services and consultation to general education students, staff and parents in order to provide positive ways for working successfully with students who have difficulties conforming to acceptable behavior patterns with the general education setting; (2) will implement and/or oversee the implementation of procedures for the developing and implementing behavior assessments and positive intervention plans for general education students within Oakland Unified School District (OUSD); (3) will establish and maintain ongoing relationships with outside agencies serving District students and their families; and 4) will provide training, consultation and support to general education teachers, administrators and parents/guardians to increase the capacity of all caregivers to positively support student behavior.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)

ESSENTIAL FUNCTIONS:

Provide behavioral therapy, assessments and interventions services to students, staff and parents in order to increase the capacity of general education students to access curriculum in general education settings.

Process referrals and respond to referrals of general education students for behavior intervention services.

Conduct Functional Analysis Assessments (FAA) for general education students and collaborate with school-site general education staff in the development of positive behavior support plans.

Assist parents and staff in resolving concerns expressed at parent, teacher, and administrative conferences.

Maintain communications with the administration and instructional staff of the schools to identify needs for communications with parents.

Lead the development and monitoring of positive behavior support plans for general education students, and facilitate consistent Behavior Support Plan (BSP) implementation by general education staff.

Meet with instructional and support staff as needed to facilitate delivery of behavioral services for students with disabilities.

Develop and/or conduct behavior training to general education staff and parents in areas of expertise including development and implementation of effective behavior interventions including training specific to individual students, nonviolent crises intervention and behavior case management.

Manage and assess the need for additional adult support.

Collaborate with Community Schools and Students Services (CSSS) staff in the development and implementation of effective school-wide programs for general education students with disturbances of behavior that may prevent them from accessing curriculum in a general education setting and to reduce the number of inappropriate referrals to Programs for Exceptional Children (PEC).

Ensure that student achievement is continuous and appropriate for programs and age group; indicators may include: placement, case history and follow-up reports, standardized tests, documented parent participation, analysis reports, student study team reports and student academic and/or discipline records.

Consult with and train general education school staff and parents/guardians on matters related to positive behavior support.

Participate in the development of ongoing relationships with other agencies serving general education students with behavioral disturbances including after-school programs, student health care providers etc…; refer parents to appropriate community services which are not available in the District, and provide a liaison between the community resources and the school.

Develop and/or monitor District procedures to assure compliance with governmental regulations, codes, restrictions and reporting requirements concerning behavioral interventions and emergencies.

Prepare a variety of professionally written documents and reports in a timely manner.

Assist in coordinating general education staff professional development activities.

Participate in in-service and training to keep abreast of current trends and best practices in assigned areas of responsibility.

Maintain confidentiality of student records and information.

Attend department meetings.

Perform related duties as assigned.

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

KNOWLEDGE OF:

State and federal mandates as they apply to behavior assessments, functional analysis assessments, and interventions in the schools including crisis management, emergency procedures, and prohibited interventions

Applicable federal, state, and District codes, regulations, policies and procedures governing work scope

Interpersonal communication, consultation and group leadership skills necessary to work effectively with students, parents, teachers and administrators

Strategies of successful research-based positive behavior management strategies

Applied behavior sciences

Planning, organization and coordination needed for assigned program

Meet the physical requirements of the job

Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff

Correct English usage, grammar, spelling, vocabulary and punctuation

Computer software, hardware, and related technology

ABILITY TO:

Read and write at a level sufficient for the performance of assigned duties including independently producing professionally written reports and documents

Effectively lead/facilitate group processes

Provide consultation and advice to teachers and other school personnel to improve the behavior of targeted students

Maintain confidentiality

Communicate assessment results both orally and in writing

Use effective instructional strategies and techniques for at risk learners

Plan, organize, implement and supervise campus-wide programs

Visit various work sites and inspect work in progress

Keep and compile records and reports

Understand and carry-out oral and written directions

Communicate effectively, tactfully and persuasively, both orally and in writing

Cross-train department personnel

Establish and maintain effective working relationships with parents, District employees and outside contractors

Operate personal computer, related software, and other office equipment

PREREQUISITES

Master's degree or equivalent in applied behavioral sciences, psychology, education or other related fields plus three (3) years experience working with students with disturbances of behavior in educational settings

Experience and training in performance of functional analysis assessments, development of behavioral plans, and training and use of emergency behavioral interventions

Experience in the development and implementation of effective/social skills lessons

Experience and training in appropriate curriculum, instruction, classroom management and intervention techniques

Behavior Intervention Case Manager (BICM) Certified required for position in CSSS

Board Certified Behavior Analyst (BCBA®) or BCBA desirable but not required

Valid California Driver's License, if applicable

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

WORKING CONDITIONS

ENVIRONMENT:

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions

PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.



Primary Location: Central School Support Services
Salary Range: $77,575.92 - $99,008.22 / Per Year
Shift Type: Full-Time

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