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Spring Branch Independent School District
Job Description
Campus Behavior Specialist TOSA - Special Education

Education/Certification:

• Bachelor's degree from an accredited university.
• Valid Texas teaching certificate, Licensed Specialist in School Psychology or Board-Certified Behavior Analyst Certification preferred.
• Special education certification (PK-12)
• Certification must meet requirements for becoming and remaining qualified for this position in a manner required by Federal and/or State law.

Special Knowledge/Skills:

• Strong knowledge of positive behavioral intervention, support strategies and restorative practices.
• Ability to identify and analyze functions of behavior and apply appropriate interventions across multiple situations and settings.
• Ability to use student behavioral data to develop plans to affect change
• Ability to develop, implement and model effective behavior intervention strategies for nonverbal and low-verbal students.
• Strong organizational, communication, and interpersonal skills.
• General knowledge of curriculum and instruction.
• General knowledge of the Admission, Review, and Dismissal (ARD) Committee process, and the Individual Education Plan (IEP) goal-setting process and implementation.

Experience:

• Two (2) or more years of classroom teaching experience preferred or at least three years of working with students with significant behavioral challenges preferred.
• Previous experience working with special education students in a school environment preferred.

Program Support:

• Plan, develop, and deliver professional development to support prevention and intervention of significant behavioral challenges.
• Provide district-wide training in de-escalation and restraint techniques according to the methodology used by the district, including but not limited to Mandt.
• Trained in de-escalation and restraint techniques as required by the district
• Teach and model classroom management and behavior support strategies to students, classroom teachers and campus-based staff.
• Analyze ABC data to identify needs, and then collaboratively participate with central unit and campus-based staff to establish goals and action plans in response to identified needs.
• Analyze behavioral data for students and schools to effectively develop behavior intervention plans in collaboration with central unit staff and campus-based staff.
• Collect data and monitor effectiveness of behavior interventions.
• Support campus-based staff in fidelity of implementation of behavior intervention plans for selected students.
• Respond to crisis calls from campuses and provide individualized behavior intervention to students and or programs in crisis.
• Maintain confidentiality.
• Provide direct instructional support; utilize district curriculum to present subject matter to students according to district guidelines. Ensure all accommodations stated in established Individual Education Plans (IEPs) are implemented.
• Conduct ongoing assessment of student achievement through formal and informal testing.
• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior in accordance with Student Code of Conduct and student handbook.

Professional Growth and Development:

• Attend all required training related to job functions.
• Participate in staff development activities to improve job-related skills. Keep informed of and comply with state, district and school regulations and policies.
• Participate in district-level collaboration and training to continuously learn additional behavior support strategies (including program elements of SBS, Restorative Practices, TBSI training and Mandt certification).
• Compile, maintain and file all physical and computerized reports, records and other documents required.

Communication:

• Use effective communication skills to present information accurately and clearly.
• Collaborate with others to provide for learner needs.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.

Other:

• Perform other duties as assigned.

Mental Demands:

• Maintain emotional control under stress.
• This position requires participation in the most stressful of student behavioral dysregulation, including physical aggression, disrobing, urination, etc.
• Work with frequent interruptions.
• This position requires regular in-person interaction with the public.

Physical Demands:

• Frequent and/or prolonged standing, stooping, bending, pulling and pushing
• Move small stacks of textbooks, media equipment, desk and other classroom equipment.
• Physical capacity to lift, transfer and otherwise assist students with physical disabilities (e.g. ability to lift 50 lbs).
• Requires MANDT physical interaction techniques, which may include the use of restraint or blocking pads to ensure student and staff safety.