Behavior Specialist

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Deadline to apply is 11:59 PM on

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(Support staff salary will be based on internal equity and experience)

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Job Description Summary:

The Position:

Position General Summary:

The Specialist, Behavior - FT works directly with students and parents on topics related to the development and implementation of behavioral and social skill at Florida Virtual School Full Time Public Schools. The Specialist, Behavior - FT provides support to FLVS instructors, administrators, and other staff in the areas of behavioral, social skills and mental health awareness, prevention, and intervention. The Specialist, Behavior - FT collaborates with school staff and families to determine appropriate student support and provides interventions, coaching, evaluations and pre/postvention strategies

Essential Position Functions:

• Develop and implement functional behavior assessments and behavior interventions plans for identified students.

• Provide social skills instruction to students utilizing research-based methodologies and approved district curricula.

• Implement and coach school and district personnel on research-based methods of classroom management and positive behavioral interventions and supports (PBIS).

• Provide consultation, in-service training, and professional development to school/district staff.

• Collaborate with school personnel, agencies, and families in coordinating individualized ESE services for students.

• Collaborate with necessary stakeholders to provide data to assist with the determination  of initial eligibility and guide staffing decisions.

• Complete all reporting requirements as mandated by the district, state, federal, and educational agencies (i.e. restraint and seclusion, assessments, behavioral data).

• Participate in the development of Individual Educational Plans for students.

• Develop and utilize behavioral support and assessment tools for ongoing progress monitoring.

• Collect and summarize behavioral data, including prior records and student history from families and previous schools/districts.

• Conduct virtual observations, assessments, and evaluations of students.

• Work directly with the Student Support Teams to address student referrals and problem-solve.

• Develop and maintain a system for documentation of implementation and monitoring of interventions and services.

• Build effective relationships with parents and students through regular communication and availability to families and schools.

• Collaborate with state discretionary projects to stay abreast of current trends and best practices to provide resources and support to schools and families (ex. CARD, SEDNET).

• Support enrollment and advisement calls with new families.

• Serve as the primary contact between parents and Florida Virtual School regarding behavior and social skills.

• Participate in school-based Threat Assessment Teams as needed.

• Participate in multidisciplinary meetings to determine the instructional and/or behavioral needs of all students.

• Assume responsibility for FLVS meeting all its student performance goals.

• Meet professional obligations through efficient work habits such as, meeting deadlines, honoring schedules, coordinating resources and meetings in an effective and timely manner, and demonstrating respect for others.

• All work responsibilities are subject to having performance goals and/or targets established.

• Perform other duties as assigned.

 (These essential functions are not to be construed as a complete statement of all duties performed. Employees will be required to perform other job-related duties as required.)

Minimum Requirements:

Education/Licensure/Certification:

• Master’s Degree or higher in Behavior Health Sciences, Mental Health Counseling, Social Work, Psychology or related field

• Board certification as a behavior analyst or assistant behavior analyst, national certification as a school psychologist, licensure as a clinical or behavioral psychologist, or licensure as a clinical mental health provider, preferred

Experience:

• Three (3) years of experience working with children in education or a related field

• Three (3) years of experience in behavioral supports and evaluations

• Experience working with adolescents with mental health and/or social emotional or behavioral concerns

Knowledge, abilities and skills:

• Knowledge and understanding of all state and federal education guidelines

• Competence in the techniques to analyze and assess/evaluate the mental health needs of individual students

• Knowledge of behavioral management techniques

• Familiar with social and emotional learning competencies

• Ability to effectively engage in the problem-solving process.

• Ability to collect, summarize, and graph behavioral data.

• Ability to use and model research-based classroom management and individualized behavioral interventions.

• Strong foundation in ABA

• Understanding and experience of disabilities such as emotional behavioral disorders, autism spectrum disorder, developmental delays, language impairments

• Knowledge of community mental health resources/services

• Strong verbal and written communication skills, including presentation and publications

• Strong interpersonal skills and the ability to work effectively, function independently, and interact professionally with a diverse, multicultural, and interdisciplinary staff of all levels

• Proficiency in organization and coordination skills

• Ability to work as part of a team and develop and maintain collaborative relationships with students, parents and staff

• Ability to employ innovative problem-solving techniques to accomplish objectives

• Skills with all required and recommended FLVS computer applications

CORE COMPETENCIES FOR SUCCESS:

COMMUNICATION SKILLS

Clearly and effectively conveys and/or presents information verbally; summarizes what was heard to mitigate miscommunication;  Shares ideas and perspectives and encourages others to do the same; Informs others involved in a project of new developments; Disseminates information to other employees, as appropriate; Effectively uses multiple channels to communicate important messages; Keeps supervisor well informed about progress and/or problems in a timely manner; Writes in a clear, concise, organized and convincing way for a variety of target audiences; The written message is consistently error-free; The written message has the desired effect on the target audience   

CUSTOMER FOCUS

Prioritizes customers (internal and external)  and their needs as primary and is dedicated to meeting their expectations; Develops and maintains customer relationships; builds credibility and trust; Quickly and effectively solves customer problems; Provides prompt, attentive service in a cheerful manner; adapts to changing information,  conditions or challenges with a positive attitude; Incorporates customer feedback into delivery of service to provide the best experience possible for the customer; Actively promotes our organization in the community by serving as an ambassador or volunteer

INTERPERSONAL SKILLS

Relates well with others; Treats others with respect; Shares views in a tactful way; Demonstrates diplomacy by approaching others about sensitive issues in non-threatening ways; Considers and responds appropriately to the needs, feelings and capabilities of others; Fosters an environment conducive to open, transparent communication among all levels and positions; Takes the initiative to get to know internal and external customers

FUNCTIONAL /TECHNICAL EXPERTISE

Has the skills, abilities, knowledge and experience to be successful in functional area of expertise; Dedicates time and energy to keeping abreast of the latest information related to area of expertise and technology; Picks up on technology quickly; Does well in technical courses and seminars; Produces high quality work in organized and timely fashion

INDIVIDUAL CONTRIBUTOR COMPETENCIES FOR SUCCESS:

PEER RELATIONSHIPS

Finds common ground and solves problems for the good of all; Can represent his/her own interests and yet be fair to other groups; Solves problems with peers with minimal “noise”; Is seen as a team player and is cooperative; Easily gains trust and support peers; Encourages collaboration; Is candid with peers        

CREATIVITY

Comes up with a lot of new and unique ideas; Easily makes connections among previously unrelated notions; Tends to be seen as original and value-added in brainstorming sessions; Takes calculated risks; Is not afraid to try new things and potentially “fail fast”

SELF KNOWLEDGE

Seeks feedback; Gains insight from mistakes; Is open to constructive criticism; isn’t defensive; Proactively seeks to understand his/her strengths and areas for growth; applies information to best serve organization; Recognizes how his/her behavior impacts others and incorporates insight into future interactions    

PLANNING

Accurately scopes out length and difficulty of tasks and projects; Sets objectives and goals; Breaks down work into the process steps; Develops schedules and task/people assignments; Anticipates and adjusts for problems and roadblocks; Measures performance against goals; Evaluates results

ORGANIZING

Uses his/her time effectively and efficiently; Concentrates his/her efforts on the more important priorities; Can attend to a broader range of activities as a result of organizing time efficiently; Can marshal resources (people, funding, material, support) to get things done; Can orchestrate multiple activities at once to accomplish a goal; Arranges information and files in a useful manner     

PROBLEM SOLVING

Uses rigorous logic and methods to solve difficult problems with effective solutions; Probes all fruitful sources for answers; Can see hidden problems; Is excellent at honest analysis; Looks beyond the obvious and doesn’t stop at the first answers

DRIVE FOR RESULTS

Can be counted on to exceed goals successfully; Very bottom-line oriented; Steadfastly pushes self and others for results; Is full of energy for the things he/she sees as challenging; Not fearful of acting with a minimum of planning; Consistently seizes opportunities; Consistently exceeds goals

Physical Requirements and Environmental Conditions:

• Frequency of travel: Occasional travel is required for meetings, trainings, conferences, student testing; location may vary and may require overnight stays

• Light physical activities and efforts required working in an office environment

(Reasonable accommodations will be made in accordance with existing ADA requirements for otherwise qualified individuals with a disability.)