- System Design
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Implement and regularly evaluate building level implementation of district adopted models, policies and procedures (i.e. MTSS/RtI, PBIS, TCIS).
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Analyze tiered behavioral data to monitor the integrity and fidelity of building practices.
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Engage in ongoing communication and consultation with administration, teachers, parents, and community providers to create safe, health and supportive learning environments.
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Identify systemic patterns of student need and work with district and building personnel to identify appropriate, evidence-based social-emotional/behavioral strategies.
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Facilitate collection, entry and analysis of data utilized in progress monitoring; helping to determine behavioral impact on academic progress and develop indicators of academic, social emotional, and behavioral health of students.
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Knowledge of district academic processes and protocols, and their alignment with social-emotional/behavioral health of students.
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Plan for and conduct necessary staff professional development for implementation of social-emotional/behavioral best practices (i.e. preventative strategies, trauma-informed schools).
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Attend department meetings and relevant professional development opportunities.
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- Team Collaboration
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Actively participate in building RtI/MTSS team(s) to ensure the integration of all data in team decision-making and alignment of interventions.
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Provide classroom push-in support and apply behavior skills training to facilitate the understanding of behavioral strategies (Tiers I, II, and III).
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Collaborate/consult
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in the development of team procedures,
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with teachers, families and related service providers to support instruction, design intervention, promote treatment integrity, and improve intervention success,
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with all staff to promote understanding of mental health and behavioral concerns.
- Serve Individual Students
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Provide individual and group counseling to Students with Disabilities - develop and progress monitor Individualized Education Plan (IEP) goals.
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Complete behavioral screenings and obtain social history to assist intervention planning.
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Use data to determine need, deliver and progress monitor small group (Social Academic Instructional Groups - SAIG) and individual counseling utilizing evidence-based practices.
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Consult with teachers and parents regarding preventative practices.
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Observe students in the instructional environment in order to help identify appropriate intervention strategies, to identify barriers to intervention, and to collect data.
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Design, implement and evaluate a comprehensive range of evidence-based interventions for students at risk for academic, social-emotional or mental and behavioral health concerns.
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Participate in development of tiered behavioral interventions (i.e. Behavior Support Plan, Functional Behavior Assessment, Behavior Intervention Plan, etc.)
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Support progress monitoring strategies as part of the individual student intervention plan, and assist staff in interpreting data as part of the ongoing decision-making process.
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Crisis response for students in critical need (i.e. suicide ideation, self-harm).
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Serve as liaisons to parents and outside providers helping to ensure that parent input is integrated into each tier of intervention and subsequent evaluation.
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Collaborate with parents and the school multi-disciplinary team to facilitate referrals for community based service providers including but not limited to OPWDD, outpatient mental health counseling, behavioral health evaluation, etc.
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Build capacity and support the training of building-based first-responders (i.e. hall monitors, teaching assistants, home-school coordinators) to address behavioral challenges.
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Attend mandatory meetings (i.e. Committee on Special Education, Section 504).
- Essential Skills and Abilities:
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Experience working within a tiered instructional and intervention model (i.e. RtI, MTSS, PBIS)
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Knowledge of how students are identified for intervention; how interventions are selected, designed and implemented; and data-based decision making.
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Knowledge of evidence-based intervention strategies, progress monitoring methods, problem-solving models, and evaluating instructional and program outcomes.
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Working knowledge of federal and NYS regulations (i.e. IDEIA, Part 200, NYS RtI, ESSA)
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Demonstrate competency in Microsoft Word, Excel, and various data management systems.