JOB SUMMARY: 

To improve student achievement by coordinating, performing, and tracking district-wide behavior intervention training for administrative, licensed, and classified instructional staff so that they develop, manage, and deliver effective behavioral intervention services to students.

 

MINIMUM QUALIFICATIONS:

Knowledge, Skills:

• Basic knowledge of Individuals with Disabilities Education Act (IDEA) or the ability to acquire the knowledge rapidly.
• Techniques and methods of student supervision and classroom management in a setting involving moderate to severe learning and physical disabilities and/or social/behavioral problems.
• Working knowledge of behavioral science and developmental psychology, theory, and practice.
• Working knowledge of Functional Behavior Assessment, IEP language and related special education diagnostic codes and Positive Behavior Support Plans.
• Working knowledge of Positive Behavior Intervention Supports Systems.
• Adult education theories, techniques, and practices.
• Modern office methods, practices, procedures and computer equipment and knowledge of the google platform.
• Good reading, writing, and organization skills.

Ability to:

• Work independently with students individually and in small groups.
• Understand student behavioral issues including aggressive or assaultive behavior in a classroom setting.
• Understand and take directions.
• Adapt to a variety of classroom situations.
• Maintain a high level of confidentiality both in and out of the school setting.
• Model and conduct collaborative problem solving, positive behavioral intervention supports, options, contracts, functional behavioral assessments, and behavior support plans.
• Maintain effective working relationships with other staff.
• Support the delivery of social skills curriculum to students with moderate to severe social/behavioral problems.
• Perform a variety of general clerical duties including managing staff training database, scheduling, and notifying staff of training and maintaining accurate files.
• Work with challenging students in a variety of situations.
• Work effectively in a team situation.
• Manage multiple priorities; exhibit flexibility when necessary; work within several school sites each day.
• Relate to and effectively communicate with students who have significant behavioral and learning challenges, school staff, administration, parents, and community agencies.
• Works closely with principal, school personnel, referred students and their teachers to provide therapeutic interventions to better meet student needs.

 

Experience:  Experience working in a public school setting.  Experience working with at-risk youth and/or students with disabilities preferred.  Two to four years’ experience teaching/training adults.  Possess other education and work experience which would enhance this position.

 

Education: Minimum of two years post-secondary study or a bachelor’s degree.  Equivalent to a Bachelor’s degree with major coursework in psychology, behavioral science or special education preferred.  Educational equivalency requires two additional years of experience with behavioral students and/or programs, including but not limited to youth with mental health issues and/or autism spectrum disorder.

 

Certification Required:  Mandt Certified (or ability to complete), CPS Tier 2 trained, preferred.

 

ESSENTIAL JOB FUNCTIONS:

• Assist in implementing behavioral intervention plans for students targeted to receive support services across multiple teams.
• Assist school teams with support for school-wide tier 2 and tier 3 PBIS interventions and FBA’s.
• Meet regularly with licensed team members to ensure consistent planning of activities and update team on student progress based on collection and review of data, as needed.
• Support social skills training, as determined by team and individual plan.
• Attend meetings, including but not limited to IEP meetings, evaluation planning meetings, student staffing, and student- specific collaboration meetings.
• Support and model competently collaborative problem solving in the school setting.
• Demonstrate competency in utilization of therapeutic approach in the de-escalation continuum.
• Assist in developing programs and/or activities to promote positive student behavior, as well as intervention strategies to include a working knowledge of the Collaborative Program Solving Model.
• Support licensed and classified staff in therapeutic interventions appropriate to individual students in the school setting.
• Work with local agencies such as mental health and law enforcement to address student and program needs.
• Plan, schedule, and perform district-wide, small group training sessions on methods of managing student behavior based on behavior management and intervention system.
• Assist in providing trainings and in-services based on knowledge of behavior intervention materials to meet district needs related to the instruction and administration of behavior intervention administered by teachers, educational assistants, or school based teams.
• Provide consultation and/or technical assistance to staff regarding behavior intervention strategies.
• Deliver and track the use of behavior support materials for students.
• Organize, prepare, adapt, and distribute instructional and resource materials.

 

JOB REQUIREMENTS:

 

Language Skills: 

Ability to read English and comprehend curriculum materials through grade 12.  Ability to write clear and concise communications in English.

 

Mathematical Skills:

Ability to perform basic mathematical calculations with a high degree of accuracy. 

 

Reasoning Ability:  Ability to apply common sense to carry out detailed, but basic, written, or oral instructions in English.  Ability to deal with problems involving a few concrete variables in standardized situations.

 

Other Skills and Abilities:

Ability to work collaboratively and establish and maintain effective working relationships with co-workers, supervisor(s), staff, students, parents, and community.

 

Physical Demands:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

 

While performing the duties of this job, the employee is frequently required to walk and may be continuously required to stand.  The employee will frequently bend or twist at the neck and trunk while performing the duties of this job.  The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee continuously uses hand strength to grasp tools and frequently performs repetitive motions.  The employee must be able to lift and/or move up to 50 pounds.  The employee may be called upon to restrain students weighing up to 175 pounds with the assistance of one other person.  The employee may be required to sit at a desk and use a computer for long periods of time.

 

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

Works in an educational environment in close proximity to students and other adults.  May encounter students with emotional problems, hostile attitudes, and aggressive behaviors.  May be required to use a telephone and operate a computer.

 

TERMS OF EMPLOYMENT:

Works when school is in session.  Performance will be evaluated in accordance with Board policy on the evaluation of Classified personnel.

 

CLASSIFICATION:                    

Part time, Probationary, K-12 District Wide Assignment, may be combined with other 0.5 SPED openings. 

 

CALENDAR/BENEFITS:

4 hours per day; 190 day contract in 2023-2024, 2024-2025 TBD; contract starting in August 2024, start date TBD. Position includes 2 days for New Teacher In-Service prior to start date.

 

Salary range TBD once negotiations for 2024-2025 are complete ($23,321- $47,954.50 2023-2024 Salary Range). Newberg Public Schools pays 6% PERS contribution, provides a generous insurance cap, long-term disability, and life insurance. Optional Life, AD&D insurance, Short Term Disability, Tax Shelter Annuities, Section 125 health and dependent care accounts, Tuition Reimbursement, Professional Development and Employee Assistance Program through Uprise Behavioral Health available to all staff.  Coaching opportunities are also available.

 

The information contained in this job description for compliance with the Americans with Disabilities Act (ADA) is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this or similar. Positions and additional duties may be assigned. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above are representative of the knowledge, skill, and/or ability required. Reasonable accommodations to enable individuals with disabilities to perform the essential functions of this job may be made. Newberg Public Schools is an Equal Opportunity Employer and Actively Seeks Minority Applicants. The District complies with Equal Opportunity/Affirmative Action/Title IX Requirements Applicants who best meet the requirements of the position will be invited for an interview.