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Job Title: Behavior Support SpecialistPreschool Early Intervention
Position Summary:
This position is accountable for providing leadership, professional development, technical assistance, and consultation with supervisors, professional and paraprofessional staff , and parents/guardians regarding the implementation of federal and state regulations and positive behavioral supports for Preschool Early Intervention. Focus is on addressing students' effective behavioral and social and emotional skills, including accommodation and strategies for use in classroom, early childhood environments, and/or home and community settings for students with various disabilities. This position requires interfaces with multiple stakeholders, providing coaching and consultation to support students' education in the least restrictive environment. A key responsibility of the position is to affect system changes within the program for improved outcomes for identified students with disabilities.
Duties and Responsibilities:
1. Research, designs, and conducts professional development and provides technical assistance to supervisors, teachers, paraprofessionals, and teams to increase knowledge of and successful implementation of federal and state regulations related to the education of students with disabilities, with a specific focus on social and emotional wellness and positive Behavior Supports.
2. Provides leadership in Program Wide Positive Behavior Interventions and Support (PWPBIS) including the dissemination of resources, technical assistance regarding academic and behavioral supports, and in collecting and analyzing program-wide and individual student data in order to build capacity within the program.
3. Provides leadership in the development of functional behavioral assessments and positive Behavior Support plans including coaching, planning, facilitation, technical assistance and problem-solving expertise to benefit Preschool Early Intervention classrooms and early childhood environments.
4. Promotes PEI and other AIU-operated programs and services through collaborative relationships with OCDEL, Bureau of Special Education/EITA, other intermediate units, staff, parents and community groups, and agencies.
5. Attend kindergarten transition meetings for children on the caseload, while offering school district staff recommended strategies to support the successful transition to kindergarten.
6. Ensures that Evaluation Reports are completed and provided to parents/guardians that IEP meetings are scheduled, and that all necessary documentation is prepared and implemented within appliable timelines defined by state and federal regulations.
7. Serves as LEA at IEP meetings to ensure compliance with state and federal laws and regulations in meeting the needs of new and continuing students. Facilitates meetings with parents and community agencies as indicated and provides ongoing support as needed.
8. Serves as a member of the administrative team, informing program-level practices and policies and providing input into staff performance and evaluation.
9. Provides substitute coverages for professional/paraprofessional assignments when needed.
10. Perform related duties as assigned by the supervisor.
Qualifications
1. Valid PA Teacher certification in Special Education, School Psychologist, Social Worker, B.A./B.S. degree in Early Childhood/ Child Development, Education, Special Education, or Psychology/ Developmental/ Applied Psychology.
2. One of the following is preferred:
a) Certificate in Infant and Early Childhood Mental Health
b) Valid certification in Applied Behavior Analysis (BCBA) or pursuing BCBA certification with
evidence of qualifying coursework
3. At least three (3) years of experience working with students with a wide range of abilities and ages in
an educational, early childhood, or clinical environment
4. Expert level knowledge with use of Microsoft Office Suite
5. Experience in design and delivery of professional development for a variety of audiences and knowledge of adult learning
6. Demonstrated understanding of Program Wide Positive Behavior Interventions and Support (PWPBIS) preferred
7. Knowledge and experience in facilitating systems planning, integration of practices, and monitoring and evaluation of academic and Behavior Support data
8. Self-motivator, independent, cooperative, flexible, creative, and responsible
9. Possess excellent collaboration and leadership skills
10. Knowledge of state and federal laws, regulations and policies affecting special education
11. Sound organizational skills with ability to prioritize tasks, meet deadlines, and work under pressure
12. Capacity to build trust and positive working relationships while promoting high expectations with multiple internal and external stakeholders
13. Ability to travel throughout Allegheny County to support PEI classrooms/locations required
14. Ability to comply with the AIU Conduct policy
Additional Requirements:
1. Current Act 114, Act 34, Act 151 and NSOR Clearances required prior to an offer (Must be dated within 1 year of hire date).
2. School Personnel Health Record (Form H511.340) must be completed and received by Human Resources prior to hire date.
Working Conditions:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
1. Sitting for extended period of time
2. Lifting, carrying, pushing, pulling 35 pounds
3. Ability to kneel, crouch, bend and reach to retrieve and handle teaching materials and supplies
4. Moving fingers and hands in a repetitive manner
5. Ability to speak clearly and distinctly when communicating with limited English-speaking customers
6. Hearing clearly
7. Adequate vision to perform duties
The information contained in this job description is for compliance with Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Disclaimer: The preceding description is not designed to be a complete list of all duties and responsibilities required of the Behavior Support Specialist.
Reports To: Program Director, Preschool Early Intervention
Department: Special Education and Pupil Services/ Preschool Early Intervention
Position Schedule: 260 days
Salary and Benefits: Act 93, Grade 15
Please send any questions to: recruitment@aiu3.net
The Allegheny Intermediate Unit is an equal opportunity education institution and will not discriminate on the basis of race, color, national origin, ancestry, religion, sex, sexual orientation, age, handicap, or limited English proficiency in its educational programs, services, facilities, activities or employment practices as required by Title IX of the 1972 Educational Amendments, Title VI and Title VII of the Civil Rights Act of 1964, as amended, Section 504 Regulations of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1975, Section 204 Regulations of the 1984 Carl D. Perkins Act, the Americans with Disabilities Act, or any other applicable federal or state statute.
Job Title: Behavior Support SpecialistPreschool Early Intervention
Position Summary:
This position is accountable for providing leadership, professional development, technical assistance, and consultation with supervisors, professional and paraprofessional staff , and parents/guardians regarding the implementation of federal and state regulations and positive behavioral supports for Preschool Early Intervention. Focus is on addressing students' effective behavioral and social and emotional skills, including accommodation and strategies for use in classroom, early childhood environments, and/or home and community settings for students with various disabilities. This position requires interfaces with multiple stakeholders, providing coaching and consultation to support students' education in the least restrictive environment. A key responsibility of the position is to affect system changes within the program for improved outcomes for identified students with disabilities.
Duties and Responsibilities:
1. Research, designs, and conducts professional development and provides technical assistance to supervisors, teachers, paraprofessionals, and teams to increase knowledge of and successful implementation of federal and state regulations related to the education of students with disabilities, with a specific focus on social and emotional wellness and positive Behavior Supports.
2. Provides leadership in Program Wide Positive Behavior Interventions and Support (PWPBIS) including the dissemination of resources, technical assistance regarding academic and behavioral supports, and in collecting and analyzing program-wide and individual student data in order to build capacity within the program.
3. Provides leadership in the development of functional behavioral assessments and positive Behavior Support plans including coaching, planning, facilitation, technical assistance and problem-solving expertise to benefit Preschool Early Intervention classrooms and early childhood environments.
4. Promotes PEI and other AIU-operated programs and services through collaborative relationships with OCDEL, Bureau of Special Education/EITA, other intermediate units, staff, parents and community groups, and agencies.
5. Attend kindergarten transition meetings for children on the caseload, while offering school district staff recommended strategies to support the successful transition to kindergarten.
6. Ensures that Evaluation Reports are completed and provided to parents/guardians that IEP meetings are scheduled, and that all necessary documentation is prepared and implemented within appliable timelines defined by state and federal regulations.
7. Serves as LEA at IEP meetings to ensure compliance with state and federal laws and regulations in meeting the needs of new and continuing students. Facilitates meetings with parents and community agencies as indicated and provides ongoing support as needed.
8. Serves as a member of the administrative team, informing program-level practices and policies and providing input into staff performance and evaluation.
9. Provides substitute coverages for professional/paraprofessional assignments when needed.
10. Perform related duties as assigned by the supervisor.
Qualifications
1. Valid PA Teacher certification in Special Education, School Psychologist, Social Worker, B.A./B.S. degree in Early Childhood/ Child Development, Education, Special Education, or Psychology/ Developmental/ Applied Psychology.
2. One of the following is preferred:
a) Certificate in Infant and Early Childhood Mental Health
b) Valid certification in Applied Behavior Analysis (BCBA) or pursuing BCBA certification with
evidence of qualifying coursework
3. At least three (3) years of experience working with students with a wide range of abilities and ages in
an educational, early childhood, or clinical environment
4. Expert level knowledge with use of Microsoft Office Suite
5. Experience in design and delivery of professional development for a variety of audiences and knowledge of adult learning
6. Demonstrated understanding of Program Wide Positive Behavior Interventions and Support (PWPBIS) preferred
7. Knowledge and experience in facilitating systems planning, integration of practices, and monitoring and evaluation of academic and Behavior Support data
8. Self-motivator, independent, cooperative, flexible, creative, and responsible
9. Possess excellent collaboration and leadership skills
10. Knowledge of state and federal laws, regulations and policies affecting special education
11. Sound organizational skills with ability to prioritize tasks, meet deadlines, and work under pressure
12. Capacity to build trust and positive working relationships while promoting high expectations with multiple internal and external stakeholders
13. Ability to travel throughout Allegheny County to support PEI classrooms/locations required
14. Ability to comply with the AIU Conduct policy
Additional Requirements:
1. Current Act 114, Act 34, Act 151 and NSOR Clearances required prior to an offer (Must be dated within 1 year of hire date).
2. School Personnel Health Record (Form H511.340) must be completed and received by Human Resources prior to hire date.
Working Conditions:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
1. Sitting for extended period of time
2. Lifting, carrying, pushing, pulling 35 pounds
3. Ability to kneel, crouch, bend and reach to retrieve and handle teaching materials and supplies
4. Moving fingers and hands in a repetitive manner
5. Ability to speak clearly and distinctly when communicating with limited English-speaking customers
6. Hearing clearly
7. Adequate vision to perform duties
The information contained in this job description is for compliance with Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Disclaimer: The preceding description is not designed to be a complete list of all duties and responsibilities required of the Behavior Support Specialist.
Reports To: Program Director, Preschool Early Intervention
Department: Special Education and Pupil Services/ Preschool Early Intervention
Position Schedule: 260 days
Salary and Benefits: Act 93, Grade 15
Please send any questions to: recruitment@aiu3.net
The Allegheny Intermediate Unit is an equal opportunity education institution and will not discriminate on the basis of race, color, national origin, ancestry, religion, sex, sexual orientation, age, handicap, or limited English proficiency in its educational programs, services, facilities, activities or employment practices as required by Title IX of the 1972 Educational Amendments, Title VI and Title VII of the Civil Rights Act of 1964, as amended, Section 504 Regulations of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1975, Section 204 Regulations of the 1984 Carl D. Perkins Act, the Americans with Disabilities Act, or any other applicable federal or state statute.
