POSITION SUMMARY: As an instructional and support service specialist, the behavior consultant shall provide ongoing counsel and evaluation in curriculum programmatic and methodological techniques at both the individual and system level. Collaborate with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan. Performs all job responsibilities in a manner that embodies the NSSA culture.
- Follows all policies and procedures regarding safety in all environments.
- Responds to emergencies for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
- Provides emergency coverage when requested by supervisor.
- Keeps supervisor informed of important incidents, plans and issues concerning students and employees.
- Formal and informal assessment of behavior management systems of students on caseload, which include (but are not limited to_ the development of FBA’s, BIP’s, and positive behavior support systems), to ensure efficacy of interventions.
- Serve on the diagnostic educational evaluation team considering placement or program change for children requiring special education and insure parental involvement in such activities.
- Participates in and/or coordinates a variety of meetings (IEP, Department, and School) for the purpose of conveying and/or gathering information required to perform functions.
- Prepares a variety of written materials (e.g. BIPS, FAB’s, Graphs) for the purpose of documenting students’ progress and that goals and objectives are being met.
- Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents, administration and supervisor (s).
- Evaluate students’ progress and update programming in accordance with written IEP’s and selecting appropriate methods and materials.
- Daily data collection and cumulative percentage recordings of each students’ progress.
- Knows, advocates and respects the rights of student (s) supported.
- Exhibits professional behavior towards the student (s) supported, families, coworkers, school personnel and supervisors.
- Handles and maintains NSSA finances ethically, honestly and accurately with appropriate documentation and receipts.
- Provides clear, accurate and timely records and documentation of graphs, reports and IEPs’ in a separate file for each student, readily available for review.
- Takes initiative in performing additional tasks as needed or as assigned.
- Completes required training according to established agency timelines.
- Participates in and completes periodical training and certification as required, according to established agency timelines.
- Consult with supervising consultant, consultation coordinator, and/or behavior analyst regarding student progress and overall class performance.
- Provides positive and appropriate feedback to coworkers, team members, supervisors and agency representatives.
- Prepares, attends and participates in all assigned meetings, and annual reviews as requested by cooperating school districts.
- Maintains and adheres to the confidentiality of records/information according to HIPAA, State, Federal laws and guidelines.
- Reports all instances of abuse, neglect, mistreatment and exploitation immediately to the appropriate supervisor.
- Responsible for the completion of all required documentation according to agency standards and timelines.This documentation may include but may not be limited to time sheets, incident reports, and important communications with stakeholders, scheduling matters, and checklists.Makes corrections to documentation as directed by supervisor.
- Maintains strict confidentiality of all personal information concerning individual(s) supported.
POSITION AND ENVIRONMENTAL CONTEXT
A. The position requires the performance of tasks necessitating visual, manual, communicative, and analytic abilities within a team setting.
B. The position requires that work be performed in multiple settings. Therefore, the ability to travel independently may be required 50% or more of the time.
C. The position represents the organization in many different forums. Professionalism in dress and conduct as well as appropriate representation of the agency is expected.
D. Responsible for compliance with federal and state special education regulations.
E. Responsible for maintaining all certifications and licensing necessary for employment.
F. Physical demands; Ability to lift, push, pull and/or hold at least 50 pounds or more, bending, lifting and the ability to stand for at least eight hours at a time.
Role/Responsibilities of after-school hour providers
- Development of your assigned students’ material/curriculum in conjunction with assigned students IEP goals.
- Direct implementation of student programs and goals pursuant to the IEP.
- Data collection and cumulative percentage recordings of each students’ progress.
- Neat and accurate maintenance of assigned students’ graphs, data sheets, token economy systems, BIP and any other relevant documentation necessary in managing the home program.
- Application and data collection of behavior management interventions and reinforcement procedures in accordance with each child’s behavior management plan and school policy.
- Appropriate and professional communication with parents and school staff (case managers) to promote generalization of learned skills and behavior.
- Evaluate students’ progress and update programming in accordance with written IEP’s and selecting appropriate methods and materials for home instruction.
- Implementation of BIP and Positive Behavioral Support Plans (PBS) necessitating token economies and including physical management techniques when necessary (i.e. physical prompts, single person escorts, etc).
- Follow NSSA guidelines for attendance, professional, dress, and conduct. Cancelled hours are required to be made up by the provider. Hours cancelled by the parent can be made up by providers if their schedule permits and such a time is mutually agreed upon between the parent and the provider.
- Communicates with families/caregivers/school staff regarding progress and any concerns/questions related to assigned students’ program.
- Travel to and from clients/students homes with potential for additional travel to extracurricular activities if the students program warrants such (i.e. supporting students with community-based goals, transition-based-goals, social-recreational based goals).
This job description in no way states or implies that these are the only responsibilities of the individual in this job. Management may assign additional duties at any time.
“I understand and agree to the requirements outlined in this job description.”