Behavior Specialist - tcce

Full-Time

APSTA Employment Opportunity

School social workers provide high quality services and expertise on issues ranging from program design to assessment and intervention with students. School social workers will also link child-serving and community agencies to the schools and families to support children’s academic, emotional, behavioral and social success (SSWAA). 

Major Responsibilities and Duties: Other duties may be assigned 

• System Design 

• Implement and regularly evaluate building level implementation of district adopted models, policies and procedures (i.e. MTSS/RtI, PBIS, TCIS). 

• Analyze tiered behavioral data to monitor the integrity and fidelity of building practices. 

• Engage in ongoing communication and consultation with administration, teachers, parents, and community providers to create safe, health and supportive learning environments. 

• Identify systemic patterns of student need and work with district and building personnel to identify appropriate, evidence-based social-emotional/behavioral strategies. 

• 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. 

• Knowledge of district academic processes and protocols, and their alignment with social-emotional/behavioral health of students. 

• Plan for and conduct necessary staff professional development for implementation of social-emotional/behavioral best practices (i.e. preventative strategies, trauma-informed schools). 

• Attend department meetings and relevant professional development opportunities. 

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• Team Collaboration 

• Actively participate in building RtI/MTSS team(s) to ensure the integration of all data in team decision-making and alignment of interventions. 

• Provide classroom push-in support and apply behavior skills training to facilitate the understanding of behavioral strategies (Tiers I, II, and III). 

• Collaborate/consult  

• in the development of team procedures,  

• with teachers, families and related service providers to support instruction, design intervention, promote treatment integrity, and improve intervention success, 

• with all staff to promote understanding of mental health and behavioral concerns. 

• Serve Individual Students 

• Provide individual and group counseling to Students with Disabilities - develop and progress monitor Individualized Education Plan (IEP) goals. 

• Complete behavioral screenings and obtain social history to assist intervention planning. 

• Use data to determine need, deliver and progress monitor small group (Social Academic Instructional Groups - SAIG) and individual counseling utilizing evidence-based practices.  

• Consult with teachers and parents regarding preventative practices.  

• Observe students in the instructional environment in order to help identify appropriate intervention strategies, to identify barriers to intervention, and to collect data. 

• 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. 

• Participate in development of tiered behavioral interventions (i.e. Behavior Support Plan, Functional Behavior Assessment, Behavior Intervention Plan, etc.) 

• 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. 

• Crisis response for students in critical need (i.e. suicide ideation, self-harm). 

• Serve as liaisons to parents and outside providers helping to ensure that parent input is integrated into each tier of intervention and subsequent evaluation.   

• 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. 

• Build capacity and support the training of building-based first-responders (i.e. hall monitors, teaching assistants, home-school coordinators) to address behavioral challenges. 

• Attend mandatory meetings (i.e. Committee on Special Education, Section 504).

• Essential Skills and Abilities: 

• Experience working within a tiered instructional and intervention model (i.e. RtI, MTSS, PBIS) 

• Knowledge of how students are identified for intervention; how interventions are selected, designed and implemented; and data-based decision making. 

• Knowledge of evidence-based intervention strategies, progress monitoring methods, problem-solving models, and evaluating instructional and program outcomes. 

• Working knowledge of federal and NYS regulations (i.e. IDEIA, Part 200, NYS RtI, ESSA) 

• Demonstrate competency in Microsoft Word, Excel, and various data management systems. 

Clerk Typist - Tony Clement Center for Education

Full-Time

APSUE Employment Opportunity 

This is routine clerical work of limited complexity and variety, requiring the skilled use of a computer and/or typewriter.  Employees in this class perform duties, the clerical aspects of which are standardized and repetitive, but which require training in keyboarding input. Detailed instructions are given at the beginning of the work and on new assignments, but employees familiar with the operations and procedures may work with some independence and some initiative and judgment is utilized as experience is gained. Employees may make arithmetic or other checks upon the work of other employees for accuracy although direct supervision is not usually exercised. Work is subject to close supervision and is reviewed by a superior upon completion for both content and accuracy.

Responsibilities:                              

• Types articles, forms, vendor’s claims, letters, memoranda, bulletins, reports, tabulations, purchase orders, cards, payrolls, trial calendar requisitions, marriage cards, copies of ordinances and resolutions, birth and death certificates and records, attendance and student records, laboratory reports, case reports, commitment papers
• and other material from copy, rough draft or dictating machine;
• Sorts and files correspondence, checks, vouchers, index cards or other materials by numeric, alphabetic or other established classifications;
• Assists in the maintenance of personnel, payroll, equipment or other records, and in the preparation of reports;
• Makes simple arithmetic calculations;
• Computes data from requisitions, statistical reports, time reports or other records;
• Acts as receptionist;
• Answers telephone and personal inquiries;
• Routes visitors and calls;
• Secures and gives out routine information relating to office operations and activities;
• Operates the switchboard or other office equipment ;
• Enters and retrieves information in an automated information system;
• Performs related work as required.

Teaching Assistant - Tony Clement Center for Education

Monday – Friday

Full-Time

APSUE Employment Opportunity

Tony Clement Center is the alternative middle/high school for the City School District of Albany. The job entails supporting behavior and instruction, assisting teachers, supervision of students and other duties assigned by administration.

Food Service Helpers - TCCE

Monday – Friday: 4 hours per day

APSUE Employment Opportunity

Responsibilities:                              

• Sets tables and clears them after meals.
• Cleans dining rooms and dish and linen closets.
• Cleans, washes and otherwise prepares vegetables and fruit for cooking.
• Assists in the preparation of salads and desserts.
• Helps Cooks or Bakers in any phase of their duty.
• Washes dishes, pots and pans by hand or machine.
• Sweeps mops and cleans kitchen.
• May act as cashier as required.
• Other duties as assigned.