Behavior Specialist

Are you passionate about making a real difference in the world Do you believe in the power of education to transform lives If so we invite you to become part of our school corporation!

Why Choose EVSC

1. Impact Lives Daily: Every day youll have the opportunity to inspire guide and empower the next generation. Your work will ripple through time shaping not just individual lives but entire communities.
2. Innovate and Grow: Were not just teaching ï½ were reinventing education for the 21st century. Bring your fresh ideas and watch them come to life in our progressive learning environments.
3. Stability Meets Flexibility: Enjoy the security of working in an essential field coupled with a schedule that respects your work-life balance. Summers off holidays and predictable hours allow you to pursue your passions both in and out of the classroom.
4. Comprehensive Benefits: Enjoy competitive salaries excellent health coverage robust retirement plans and generous paid time off.
5. Supportive Community: Join a team that feels like family. Our collaborative environment fosters lifelong friendships and professional networks.
6. Cutting-Edge Resources: Work with state-of-the-art technology and innovative teaching tools that make learning exciting for both educators and students.

Join us in our mission to educate inspire and empower. Together we can build a brighter future ï½ one student at a time. We are Better Together!

Apply now and take the first step towards a rewarding career that truly matters!

SUMMARY:
Behavior Specialist develop behavior plans and interventions provide direct support to students to assist with effecting positive social emotionalbehavioral and neurodevelopmental changes supporting and coaching staff to improve overall behavior proficiency providing supportive interventions to families and working with community partners to develop and maintain a continuum of supports.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Support and model implementation of Tier I behavior support practices within assigned schools. This includes the use of data to inform prevention and intervention practices.
• Work with school level teams to utilize universal screening protocols identify students with delays in executive functioning and/or self-regulation skills and assign students to intervention groups based on the root cause of the delay.
• Demonstrate proficiency and skill in providing support to students including but not limited to; behavior support practices de-escalation teaching and practicing positive coping skills and self-regulation conflict resolution and problem solving skills.
• Support the MTSS teams within assigned schools.
• Proficiently perform the skills and procedures as outlined in Safe Crisis Management when necessary.
• Collaborate with stakeholders to implement evidence-based and evidence-informed interventions linked to the root cause of the students social emotional cognitive and/or behavioral challenge.
• Utilize observation qualitative and quantitative data to determine the root cause of student challenges.
• Collect data as needed to evaluate programming and to support the development of function based or other behavior plans.
• Facilitate small group instruction with students that focuses on developing specific self-regulation skills.
• Use tablets and/or computers to record intervention programs data and adhering to school system standards for scheduling and time submission.
• Collaborate with stakeholders to develop implement review and modify student support plans. This includes TIER II and function based plans for students in general education and special education settings.
• Plan and implement small group or individual skill development sessions scheduled refueling breaks and scheduled check-in/check-out sessions as part of each schools multi-tiered system of support.
• Engage in on-going professional development to increase knowledge and skills to improve social emotional cognitive and academic outcomes for all students.
• Provide workshops training in-service presentations for behavior support strategies.
• Establish positive and productive relationships through flexible collaboration with administrators teachers students and families.
• Attend regular check-ins with district support.
• Maintain regular attendance.

JOB SPECIFIC SKILLS AND ABILITIES:

• Ability to work effectively with students who have intensive behavioral social emotional and/or cognitive needs.
• Ability to maintain composure under stressful conditions.
• Ability to develop effective working relationships with students staff and the school community
• Ability to communicate clearly and concisely both orally and in writing.
• Ability to perform duties with awareness of all district requirements and board of school trustees policies.
• Ability to apply theoretical and research based knowledge to a students individual and classroom program.
• Ability to react to changes in temperament quickly and effectively.
• Ability to work effectively with a variety of students.
• Ability to prioritize work demands and continually change schedules.
• Ability to de-escalate conflicting situations.
• Ability to pass all sections of the Safe Crisis Management certification annually and use physical interventions with proficiency.

ESSENTIAL SKILLS AND ABILITIES:

• Work collaboratively with EVSC employees vendors and community partners in a teamwork-driven environment
• Strive to be innovative in continuously improving processes for district-wide success
• Provide excellent service in allforms of communication with a results-oriented customer-driven focus
• Successful in working effectively and efficiently in a high pressure time-sensitive environment
• Ability to internally motivate think critically and initiate strategic improvement
• Exude a positive and dependable work ethic
• Highly organizedwith attention to detail

SUPERVISORY RESPONSIBILITIES:
Supervise students. Supervise interns when assigned.

QUALIFICATION REQUIREMENTS:To perform this job successfully an individual must be able to perform each essential duty requirements listed below are representative of the knowledge skill and/or ability accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE
Bachelors degree preferred in Education Psychology Social Work Applied Behavior Analysis or related fields; Associates degree required in related field. Experience working with students in a PK-12 setting preferred. Knowledge of child and adolescent cognitive social emotional behavioral and physical development assessment mental health and development of function based plans required.

CERTIFICATES LICENSES REGISTRATIONS:
Must have a valid drivers license for travel to multiple schools when necessary.

LANGUAGE SKILLS:

• Ability to read analyze and interpret general written material professional journals and state and governmental regulations.
• Ability to write reports behavior plans behavior goalscorrespondence and procedure manuals.
• Ability to effectively present information regarding evaluations.
• Ability to present information and respond to questions from groups of educators parents or the general public.
• Ability to communicate effectively with co-workers parents and school staff.

MATHEMATICAL SKILLS:

• Ability to score and interpret rating scales.
• Ability to apply concepts such as fractions percentages ratios and proportions to practical situations.
• Ability to interpret data trends.

REASONING ABILITY:

• Ability to solve practical problems and deal with a variety of variables in situations where standardization does not exist.
• Ability to interpret a variety of instructions furnished in written or oral form.
• Ability to generalize behavior principles to a specific situation.
• Ability to assess antecedents.

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 accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Must be able to utilize physical interventions proficiently safely and when indicated.
• Requires the ability to communicate effectively using speech and hearing.
• Requires vision to read goals and to read non-verbal reactions of the students.
• Occasionally requires quick movement and the ability to protect self and student from physical harm.
• Requires the ability to drive a car from site to site throughout the day.
• Occasionally required to climb stoop kneel crouch or crawl.
• Must occasionally lift and/or move up to 50 pounds.
• Specific vision abilities required by this job include close vision distance vision peripheral vision and the ability to read small print.
• Must frequently bend reach above the head as well as forward and use fine motor skills.

WORK ENVIRONMENT:The work environment characteristics described here arerepresentative of those an employee encounters while performing the essential functions of this accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job the employee must prioritize and meet multiple demands from several people.
• The employee must be flexible and adaptable to workload and daily expectations.
• The work may require bending climbing and reaching with the ability to lift carry push or pull heavy objects.

Americans with Disabilities Act (ADA)-
The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY-
It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race color religion gender sexual orientation veteran status genetic information national origin age limited English proficiency or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9- 1) Title IV and Title VII (Civil Rights Act of 1964) the Equal Pay Act of 1973 Title IX (Educational Amendments) the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).

Questions concerning compliance with these laws should be directed to the Title IX Coordinator of the Evansville Vanderburgh School Corporation 951 Walnut Street Evansville IN 47713 phone number 435-8508.
The interview committee will give preference to candidates who through the interview process past experience and references have demonstrated the ability to interact with students staff and the community.

Evansville Vanderburgh School Corporation is an equal opportunity employer. Individuals with disabilities including disabled veterans and veterans with service-connected disabilities are encouraged toapply.