Student Support Specialist

Job Description

Title: Student Support Specialist

FLSA Status: Non-Exempt

Classification: Administrative Support

Immediate Supervisor: Building Administrator

Basic Function: Under the direction of the building principal, the student support specialist will assist administration and staff in the day to day management of behavior interventions/supports for students. The specialist will work directly with at-risk students and their families to develop and implement strategies to improve behavior and academic outcomes. This position requires the use of independent judgment. The essential functions as shown below represent only key areas of responsibility.

Hiring Specifications:

Education

• Bachelor's degree in Education or related field, preferred
• Candidates not holding the above degree may be considered if they demonstrate evidence of appropriate experience with and knowledge of behavior management techniques, the needs of at-risk students and families, as well as, school operations

Certification

• Current Mandt or CPI certification, preferred
• Valid Iowa driver's license and dependable vehicle for primarily in-district travel, required

Experience

• Experience working with school personnel, students and families to address individual student need that is impacting student's ability to perform academically
• Experience with de-escalation
• Experience in solutions process
• Experience working with students who exhibit chronic behavior concerns
• Experience planning and delivering professional development
• Experience working in a diverse, urban school system
• Experience working in intensive individualized programs addressing specific instructional and behavioral goals

Skills, Knowledge & Abilities

• Knowledge of/ability to implement de-escalation and behavior management techniques
• Knowledge of intensive behavior intervention techniques
• Knowledge of basic instructional methods and techniques
• Ability to monitor and observe student behavior according to approved policies and procedures
• Proven record keepings skills
• Ability to handle emotionally charged situations
• Knowledge of district policies, rules and regulations
• Ability to develop rapport and interact effectively with students
• Ability to interact and collaborate with staff, students and family in a professional manner
• Ability to build community connections to provide resources to students and families
• Ability to work effectively, cooperatively and respectfully with staff, parents and community members regardless of race, creed, color, gender, sexual orientation, gender identity, ethnic/national origin, religion, marital status, age, socio-economic status or disability
• Demonstrated experience as a self-starter
• Ability to work independently and in a team environment
• Ability to recognize sensitive issues and maintain confidentiality
• Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building.
• Ability to communicate clearly and concisely, both orally and in writing, to a broad range of audiences.
• Possess an understanding and willingness to support students with challenging behavioral needs
• Demonstrate the capabilities of taking specific direction, carrying out those directions, and providing feedback to supervisors on the success and outcomes
• Knowledge of positive behavioral supports
• Ability to work as a member of the behavioral team
• Ability to work as a member of the attendance team
• Ability to develop programs and train school personnel on the use of research-based strategies or promising practice found to be effective with students specifically in the area of behavior

Technology Requirements

• Basic computer skills (computer navigation, email, web browser, Employee Portal)
• Intermediate computer skills (Google Suites, search function, student information systems, basis promethean)
• High computer skills (familiarity with Education Tech Tools, Informational systems specific to position)
• Ability to reach all skill levels listed if not already acquired

Supervision of Others:

• N/A

Personal Contacts:

• Students and families
• All district personnel

Job Duties:

1. Follows district protocols for both CPI and Mandt systems
2. Learn and implement new systems of support
3. Supervision duties including lunch, extracurricular events and/or other assignments
4. Coach and train staff on behavior interventions
5. Oversee the efforts and professional development of building Behavior Intervention Specialist(s)
6. Collaborate with staff to ensure positive learning environments for students
7. Provide individual support to students (this may include assistance with grooming, healthcare, mobility, physical/verbal aggression, token economies, and reinforcement)
8. Provide program support as needed
9. Build community connections to provide resources to students and families
10. Implement and support Positive Behavior Intervention System (PBIS) initiatives
11. Assist with de-escalating students that are in crisis and/or approaching crisis
12. Direct student group activities as assigned
13. Understanding of the Mandt Crisis Cycle
14. Reinforce instruction as directed by the teacher as needed
15. Administer one-to-one intensive behavior intervention to students
16. Actively participate in behavior intervention meeting and provide professional development to staff
17. Communicate in a clear and positive manner
18. Builds positive relationships with students and staff
19. Monitor, observe and report behavior of students according to approved procedures, including but not limited to progress regarding student behavior, attendance and academic performance
20. Assist students and parents by providing proper examples
21. Provide emotional support and general guidance as directed
22. Communicate with teachers regarding programs and materials to meet student needs
23. Follow health and safety practices and regulations
24. Assist students in developing self-help and self-advocacy skills as directed
25. Assist in implementing specialized student plans (IEP, BIP, 504, HIP), as needed
26. Maintain strict confidentiality
27. Attends all meetings, as assigned
28. Support and collaborate with school teams in developing and maintaining behavior focused programming
29. Other duties as assigned

Physical Requirements:

NEVER

0%

OCCASIONAL

FREQUENT

1-32%

33-66%

CONSTANT

67%+

A.

Standing

X

B.

Walking

X

C.

Sitting

X

D.

Bending/Stooping

X

E.

Pushing/Pulling

X

F.

Reaching

X

G.

Climbing/Stairs

X

H.

Driving

X

I.

Lifting

Up to 25 lbs.

J.

Carrying

Up to 25 lbs.

K.

Manual Dexterity Tasks

Telephone

X

Computer

X

Other -

L.

Working Conditions

Inside

X

Outside

Extremes in temp/humidity

Transition

from bldg. to

bldg.

Transition

from bldg. to

bldg.

Additional Physical Requirements:

• Ability to perform physical restraint as needed following correct procedures
• Successful completion of post-offer drug screening and physical as well as background check

Terms of Employment: Per Board policy and administrative g

---