SUMMARY: To work in a partnership with students, staff, parents and the community in accordance with the district’s vision and mission to promote student achievement.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Train staff in effective behavioral intervention strategies for students in general and special education settings.
• Designs supporting coherent instruction and curriculum to promote socially acceptable behavior.
• Organizes physical space and resources in relationship to classroom management.
• Support staff in the development and implementation of Functional Behavioral Assessments (FBA) and Behavioral Intervention Plans (BIP).
• Assist the IEP team in the development and implementation of an individual intervention plan that supports the IEP goals and objective outcomes and assists in providing training and support to the school team.
• Assist staff in the planning, modeling and development of behavioral strategies.
• Observes student behaviors in the classroom, gives written input regarding interventions, and monitors progress of students and staff.
• Assists staff in collecting, analyzing and interpreting behavioral data.
• Ensures opportunities are provided for students with emotional behavioral difficulties to practice appropriate social skills in a structured setting.
• Provides parent information regarding behavioral interventions.
• Participate in the Teacher Assistant Team (TAT) process, when appropriate.
• Facilitate parental involvement in the evaluation of children for special education, when appropriate.
• Act as a liaison between families, schools, and community agencies.
• Access and coordinate community resources.
• Act as a facilitator to help families understand and utilize school services and policies.
• Establish and maintain good rapport with students, employees, community members and vendors.
• Maintains a high level of ethical behavior and confidentiality.
• Other job related duties as assigned. 

EDUCATION/CERTIFICATION:

• Bachelor's Degree (BA) in Social Work, Counseling, Psychology, Behavioral Science, Applied Behavior Analysis or a related field OR Bachelor's degree (BA) in education/special education with five (5) years of working with students with behavioral and emotional disabilities OR a Master's degree (MA) education/special education with three (3) years of working with students with behavioral and emotional disabilities.
• Bilingual, Spanish and English preferred.
• Obtain and maintain a valid Arizona Identity Verified Prints (IVP) Fingerprint Clearance Card (AZ IVP FPCC).

EXPERIENCE:

• Must have training or coursework and experience with Positive Behavior Interventions and Supports (PBIS) or (PBS).
• Experience working with linguistically and culturally diverse populations preferred.
• Experience working with children with behavioral and emotional disabilities.

KNOWLEDGE OF:

• Reading and interpreting general documents such as employee handbooks and safety/training manuals.
• Writing general correspondence and speaking effectively with others.
• Adding, subtracting, multiplying and dividing in all units of measure using whole numbers, common fractions and decimals.
• Basic principles and applications of critical thinking and analysis.
• Best practices, trends and emerging technologies.
• Uses and properties of supplies and equipment.
• Specialized equipment relevant to the area of assignment.

SKILL IN:

• Applying reason to research and solving moderately complex issues with little or no assistance.
• Interpreting an assortment of instructions furnished in variable forms.
• Maintaining and updating documentation.
• Organizing and maintaining records, files and program information.
• Gathering data, analyzing findings and applying logic and reason.
• Authoring and preparing original reports, documents and presentations.
• Researching industry trends, solutions and best practices.
• Maintaining confidentiality.
• Utilizing a computer and relevant software applications.
• Utilizing communication and interpersonal skills as applied to interaction with coworkers, supervisors, the general public and others to sufficiently exchange or convey information and to receive work direction.

ADA AND OTHER REQUIREMENTS:

Positions in this class require:  stooping, crouching, reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing and repetitive motions.

Light Work:  Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. 

Working Conditions:  Work is routinely performed in an indoor classroom environment.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

The Dysart Unified School District is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Dysart Unified School District does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students.