Position Summary:

District Behavior Support Assistants, under limited supervision, will provide extended classroom support and follow up for students who have received services through their Individualized Education Plan. Behavior Support Assistants will monitor and model evidence/research based behavior intervention strategies. Data collection and analysis, communication with EC Teacher and EC Program Specialist regarding further needs, and ensuring that behavior interventions will be practiced with fidelity are requirements of persons interested in behavior support assistant positions. Behavior Support Assistants will be a resource for equitable opportunities for students with challenging behaviors and will work to maintain the interventions with existing supports in the school while streamlining the shift of responsibility to the school staff. Behavior Support Assistants will coordinate with EC Teachers and EC Program Specialist staff to implement and deliver innovative research based behavior curriculum to select students receiving behavior support services. Behavior Support Assistants will also be utilized as support for students who are being served in their home school who have been identified using PRC 29 Entrance Criteria which includes the following:

• Qualifies for Exceptional Children Services
• Recent documentation of Mental Health Diagnosis
• Has a current Functional Behavior Assessment and Behavior Intervention Plan
• Is transitioning from a similar or more restrictive environment (residential treatment facility, hospital, alternative separate setting) or
• Home school has exhausted maximum services to meet students' needs

Qualifications:

Associate degree in a related field. Bachelor’s degree in special education or related field preferred; Experience working with students with significant behavioral, social and emotional issues, including students with mental health diagnoses and/or developmental disabilities is required. Experience in a public school setting is preferred. Knowledge of positive behavioral management techniques and evidence/research based interventions and strategies; This position requires a valid North Carolina driver’s license and reliable transportation.

Knowledge, Skills, & Abilities:

• Participate in required trainings and meetings:

• CPI Nonviolent Physical Crisis Intervention Training
• Staff training focusing on therapeutic strategies (CBT, DBT, Social Skills, etc.)
• Medication Administration Training
• District level required trainings

• Collecting data prior to working with the student, to support best practices (interventions)
• Using data collected from FBAs, will assist in the implementation of BIPs for each student whom they are assigned.
• Supervision of students during transitions, academic subjects, electives or specials, lunch, assemblies, etc. The supporting teacher and BSA shall determine the amount of supervision required.
• Will support transition to the LRE by monitoring and implementing point/level systems, or other classroom management tools, supporting the teacher by cueing or using pre-corrects during group and individual instruction, and communicate with supporting teacher regarding any relevant issues (academic and/or behavioral), triggers, reinforcers, and consequences.
• Will assist the student during academic activities after the supporting teacher has presented direct instruction. This could include correction or re-teaching of a skill, providing support during test administration, and one on one support if necessary.
• Will participate in meetings involving the student to support a smooth transition.
• Will maintain confidentiality regarding any student to whom they are assigned.
• Will participate in Child and Family Team meetings when appropriate.
• Other duties as assigned

Key Duties & Responsibilities:

• Some travel between schools to support assigned students
• Provide direct support to staff by introducing and modeling research/evidence based interventions Provide direct support to students by teaching and modeling research/evidence based interventions and curriculum.
• Coordinate with school staff to implement behavior curriculum
• Provide transition plans and support for students moving from one educational setting to another
• Coordinate with and school staff to develop effective intervention plans
• Coordinate with school staff to develop crisis/safety plans
• Provide interventions to enable students to remain in school and/or help stabilize
• Deliver behavioral based curriculum to homebound students as appropriate
• Monitor student’s attendance and suspension data
• Weekly review of individual student behavior goals indicate the student is meeting their goal according to the percentage or time or trials indicated.
• During monthly BIP review meetings, data is presented that the student is demonstrating the replacement behavior within all or the majority of settings according to the evaluation method.
• BSA and classroom teachers and/or school personnel are collaborating and problem solving daily, or at a minimum weekly, to modify plans when necessary and to monitor progress.

Physical Conditions and Nature of Work Environment:

Position will require travel around the district to support students. Light physical work requiring exertion of up to 20 pounds of force may be necessary for this position. .

Evaluated by: Building Administrator/District Exceptional Children Department
FLSA Classification: Exempt/Non-Exempt
Term of Employment: 10 months
Evaluation: Evaluation will be conducted in accordance with School Board
Policies and Regulations.