GENERAL DEFINITION AND CONDITIONS OF WORK

Under the direction of the school principal, provide support in navigating evidence based practices, strategies and tools necessary to effect positive behavioral change in students by providing supportive, evidence-based practices, strategies and tools necessary to effect positive behavioral change in students by providing supportive interventions to students and staff.

 

 ESSENTIAL FUNCTIONS/TYPICAL TASKS

• Assist in the development of individualized functional behavioral assessments (FBA) of identified students as part of the behavior improvement process;
• Assist in the development, implementation, data collection, and assessment of behavior education plans (BEP) or behavior intervention plans (BIP) for identified students;
• Use appropriate counseling methods and resources to: promote a student’s self-esteem, self-awareness and self-regulation; to develop communication skills to appropriately express thoughts and feelings; to use appropriate conflict resolution skills; to develop positive social behaviors with peers and adults;
• Provide support to students who display impulsive or aggressive behaviors, low self-esteem and impaired social skills;
• Work with identified students in classrooms and other school environments to reach goals as determined by their BEP or BIP; 
• Implement progress monitoring and data collection for identified students related to behavioral interventions;
• Keep parents, teachers and other staff informed of student progress, significant incidents, concerns, and successes;
• Develop consultative and collaborative relationships with school division special and general education teachers and paraprofessionals, behavior specialists, school counselors, and administrators;
• Implement effective de-escalation techniques and crisis intervention strategies  as needed;
• Implement "Safety Plans" and other preventive measures to protect students from self-harm and harm to others;
• Participate in division and school-based professional development and trainings as required;
• Complete required paperwork in a timely manner;
• Maintain confidentiality of student and school information;
• Perform other duties assigned by building and/or central office administration.

 

KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of Culpeper County Public Schools framework of MTSS for behavior, behavior functions and intervention plans, school policies;
• Understanding of trauma, its impact on behavior, and evidenced-based strategies to ameliorate the effects of trauma;
• Understanding of the escalation cycle and effective methods of de-escalation;
• Understanding of appropriate methods of restraint to prevent injuries to the student or others;
• Understanding of the signs of self-harm and suicidal prevention measures;
• Demonstrate patience, respect, a receptive attitude towards students regardless of gender, age, race, ethnicity, sexual orientation, gender identity, religion, or disability;
• Utilize collaborative skills with school staff to assure implementation and maintenance of intervention plans;
• Knowledge of data collection methods, analyzing data and assessing behavior’
• Knowledge in developing, planning and implementation of behavior interventions based on data and behavior functions;
• Help create and support an instructional environment conducive to effective learning for all children;
• Respect confidential information and the individual’s right to privacy;
• Communicate openly and effectively with students, colleagues, administration, parents, central office and community patrons;
• Demonstrate excellent oral and written communication skills;
• Model professional, moral, and ethical standards as well as personal integrity in all interactions within the school and within the community;

 

EDUCATION AND EXPERIENCE

• Must possess a Bachelor’s Degree or higher in education, counseling, social work, psychology, or sociology.
• Must be registered as Qualified Mental Health Professional-Children (QMHP-C) with the Virginia Board of Counseling
• Three years of successful experience in counseling or teaching in a home-based, clinical, therapeutic, residential, or school setting with children with behavioral disabilities, social skill or emotional control deficits is preferred.

 

PHYSICAL DEMANDS/REQUIREMENTS

Duties performed typically in the school:  frequent walking, standing, stooping, lifting, up to approximately 40 pounds, and occasional lifting up to approximately 50 pounds may be required.  Other physical abilities are required to promote the safety of students or others. Travel to schools throughout the division and central office is required.  Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; manual dexterity to use a telephone and enter data into a computer, visual acuity is required for preparing and analyzing written or computer data, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions.  Regular contact with students, staff members, administrators, and parents is required.  Contact with parents by phone and in person is necessary.  Timely and regular attendance is an expectation of performance for all CCPS employees.   To ensure adequate staffing, positive employee morale, and to meet expected productivity standards throughout the organization, employees will be held accountable for adhering to their workplace schedule.   

 

EVALUATION

The supervisor will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.