The Behavior Specialist shall report to the Executive Director of Special Education.

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1 PROGRAM DIRECTOR BEHAVIOR SPECIALIST A. QUALIFICATIONS: 1. The Behavior Specialist shall hold at least State Board for Educator certification (SBEC) as a Special Education Teacher with a master s degree or certification in school counse ing in the state of Texas; or a license in social work with a master degree, or hold Texas State Board of Examiner s of Psychologists licensure as a Specialist in School Psychology (LSSP). 2. The Behavior Specialist shall have had at least three (3) years of successful experience, i.e., teaching, related social work, or experiences related to the certified field. The Behavior Specialist shall have experience in working with students with disabilities to include experience with implementing behavior management strategies. B. APPOINTMENT The Board of Trustees shall appoint the Behavior Specialist upon the recommendation of the Superintendent of Schools for a term of not more than two years and the contract will be considered for extension at the regular March meeting. C. REPORTS TO: The Behavior Specialist shall report to the Executive Director of Special Education. D. JOB PERFORMANCE STATEMENTS: 1. Instructional Management a. Assists in improving the special education programs through classroom observation, setup, visitation, and staff meetings. b. Makes recommendations concerning the purchase and use of materials for special education programs. c. Evaluates and recommends improvement in the implementation of the special education program. d. Communicates effectively with students, staff, parents, and community. e. Demonstrates a clear sense of the department s and district s mission. f. Promotes the integration of programs for identified students with disabilities in the least restrictive environment. g. Assists school administrators, faculty, and other special service personnel in developing behavioral programs and/or interventions. 2124

2 h. Works with administrators and teachers in providing appropriate classroom strategies for behavioral success. i. Participates in the ARD meetings when appropriate. j. Communicates knowledge of the process necessary to develop and implement effective behavior interventions. 2. School Climate a. Demonstrates ability to work with others in a positive, productive way. Fosters collegiality and team building among staff, encouraging their active involvement in decision-making. b. Mediates and facilitates effective resolution of conflicts in a timely fashion. c. Supports programs and actions that facilitate a positive, caring climate for learning and an orderly, purposeful environment. 3. School Improvement a. Provides services for consultation, coordination, and student appraisal to meet the educational, vocational, and personal-social needs of students in special education. b. Consults with and serves as a resource person for parents on problems affecting the educational, physical, emotional, and social growth of students with disabilities. c. Identifies and builds a common vision with district staff for school improvement. d. Maintains the focus on academic achievement. e. Promotes the inclusion of identified students in special education in the least restrictive environment. f. Works with special education teachers to support instruction. g. Analyzes and applies research findings to facilitate school improvement. 4. Personnel Management a. Works cooperatively with the staff to provide a continuous flow of information concerning student needs. b. Develops and presents staff development for behavior as needed. c. Assists in identifying and/or encouraging participation in available staff development training options

3 d. Plans and implements staff development program for special education. e. Effectively provides guidance, support and orientation for special education staff members. f. Plans and assists in implementation of appropriate district-wide staff development programs. g. Complies with district policies, as well as state and federal guidelines. h. Provides guidance and training to special education counselors. 5. Administration and Fiscal/Facilities Management a. Is knowledgeable of and complies with district policies, state and federal laws and regulations. b. Is effective in scheduling activities and the use of resources needed to accomplish determined goals. c. Makes recommendations for special education department expenditures. d. Assists in the disaggregation of assessment data for use in placement and/or programming decisions relating to special education. 6. Student Management a. Develops and maintains effective consultation techniques with individual and/or groups of special education students and provides assistance in meeting educational, occupational, and personal needs. b. Provides crisis counseling or consultation to identified students. c. Keeps confidential the consultation relationship and information except when the student requires intervention. d. Consults with identified special education students, parents, and staff concerning issues related to student success, and models appropriate interventions as needed. e. Consults about changes to accommodate needs of identified students when appropriate. f. Compiles and submits written consultation recommendations and action plans concerning students referred, and provides follow-up as needed. g. Compiles and submits statistical data concerning students served

4 h. Effectively communicates with parents, students and school staff regarding the guidelines for disciplining students with disabilities. 7. School/Community Relations a. Cooperates with appropriate agencies, community groups, and school organizations. b. Works cooperatively with and coordinates the use of community referral services as appropriate. c. Effectively conferences with parents, administrators and teachers concerning school and student issues. d. Projects a positive image to the school and community. e. Transports students, when necessary, for educational, medical or appraisal purposes. 8. Professional Growth and Development a. Use information provided through assessment instruments, the district appraisal process, and evaluative feedback from supervisors to improve performance. b. Utilizes information and insights gained in professional development programs for self-improvement. c. Is prompt and thorough in completing assignments and attending to details accurately and efficiently. d. Disseminates ideas and information to other professionals; provides leadership in addressing the challenges of the profession. e. Attend the more than the minimal number of staff development hours required by the district. 9. Other a. Performs other duties as may be assigned by the Superintendent of Schools. E EVALUATION: 1. The job performance statement shall constitute the criteria for an evaluation form with an evaluation code as follows: NA Measure Not Being Taken

5 1 No Measurable Progress 2 Progressed Toward The Goal. 3 Met The Goal 4 Exceeded The Goal 5 Significantly Exceeded The Goal. 2. The evaluation form shall contain a place for common and general observations made by the evaluating person. These comments shall constitute criteria for evaluation. 3. The Program Director-Behavior Specialist s evaluation is a responsibility resting with the Executive Director of Special Education. An evaluation shall be completed in writing at least once during the course of the school year. 4. The Executive Director of Special Education shall submit to the Superintendent, the completed evaluation of each Behavior Specialist at the time stipulated by the Superintendent. F. SALARY: The salary of the Program Director-Behavior Specialist shall be based on the schedule adopted by the Board of Trustees for this position. Source: Local Approved: Revised: Reviewed:

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