Behavior Specialist

REPORTS TO: Principal/Director

BASIC FUNCTION:

Consults with Principal/Director to provide clinical expertise regarding students. Member of Intervention Assistance Team (IAT)/Evaluation Team Report (ETR) /Individualized Education Program (IEP) teams, and provides component assessments for the Evaluation Team Report. Develops IEP goals, as well as provides direct services for students with counseling listed on their IEP. Reports progress for counseling goals on IEP. Provides crisis intervention services for students as needed. Provides consultation regarding building-wide, classroom-wide, and individual behavior plans. Provides professional development to staff pertaining to behavior and the management thereof.

EMPLOYMENT MINIMUM REQUIREMENTS:

• Bachelor’s/Master’s degree and Ohio licensure in social work or clinical counseling
• Working knowledge of mental and emotional disorders
• Familiarity with the referral and determination of eligibility process under the IDEA and Ohio Revised Code
• Strong oral and written expression skills
• Experience developing individualized goals and behavior plans
• Experience leading psycho-educational groups
• Experience working with child/adolescent population (ADHD/Asperger’s preferred)
• Ability to interact in a professional manner with students
• Ability to interact in a professional manner with staff and to effectively work with them in a collaborative manner
• Must be able to maintain confidentiality of student records and school business
• Appropriate criminal records check by the Ohio Bureau of Criminal Identification and Investigation and/or Federal Bureau of Investigation
• Ability to establish and maintain working relationships with all employees

RESPONSIBILITIES:

• Participates as member of enrollment team to provide clinical expertise regarding prospective students.
• As a member of the IAT, ETR and IEP team, participates in team process to refer, identify and implement appropriate services, modifications and accommodations for students with disabilities.
• Completes assessments for the ETR, including: Background Information (which may include autism assessments), Classroom Observation, Behavior Report, Adaptive Behavior Report and Transition/Vocational Report.
• Develops Behavior (Emotional) and Adaptive Behavior goals for IEP, consults with school staff to implement and monitor progress toward goals, and gathers data to track student progress toward counseling goals
• Develops, implements, and monitors individualized behavior intervention plans for students based on needs identified in the Functional Behavioral Assessment.
• Develops and leads direct service counseling groups and/or individual sessions with students as identified in the IEP.
• Provides crisis intervention services for students, as needed, and consults with Principal/Director regarding clinical concerns.
• Consults with Principal/Director regarding discipline of students with disabilities.
• As a member of the Building Leadership Team, attends all building administrative meetings and participates in development of school-wide systemic interventions.
• Completes paperwork necessary for Medicaid billing at minimum monthly.
• Works collaboratively with teachers and service providers to complete IEP Transition Progress Reports as appropriate.
• Completes transition pieces for the ETR and IEP as appropriate.
• Coordinates job shadowing opportunities and career days.
• Links students to appropriate community resources according to individual student needs.
• Works collaboratively with language arts teachers to teach skills for completing job applications, writing resumes and cover letters, and interviewing with employers.
• Completes, or coordinates the completion of, At Risk Checklists and Student Success Plans.
• All other duties as assigned by the Summit Academy Management or building director
• Those with the supervisory endorsement on their license may be asked to provide clinical supervision to dependently licensed individuals.

All other responsibilities as set forth by the Chief Executive Officer.

Performance Coach

REPORTS TO: Principal/Director

BASIC FUNCTION:

The Performance Coach will function in a ‘case manager’ role to oversee and encourage students in a comprehensive, individualized program of academic, personal growth, and vocational goals. A primary responsibility of the performance coach will be to participate in the development of individualized transition goals, collect data to document progress toward goals, and report progress. Transition activities will be completed directly with students or this individual will consult with those who do complete the activities. This person will also generate and enter individualized schedules for all students, as well as input course history to generate transcripts. This individual will be responsible for administering (or co-administering) At Risk Checklists and creating Student Success Plans. Coordinates College Credit Plus and credit recovery/credit flexibility.

EMPLOYMENT MINIMUM REQUIREMENTS:

• Bachelor’s/Master’s degree and Ohio licensure in social work or clinical counseling
• Familiarity with local community resources and supports
• Working knowledge of mental and emotional disorders
• Strong oral and written expression skills
• Strong organizational skills
• Proficient in Microsoft Office software and software used at Summit Academy
• Ability to develop effective working relationships with children, parents and staff
• Appropriate criminal records check by the Ohio Bureau of Criminal Identification and Investigation and/or Federal Bureau of Investigation
• Meets all health requirements as mandated by law
• Ability to establish and maintain working relationships with all employees
• Must be able to maintain confidentiality of student records and school business

RESPONSIBILITIES:

• Coordinates the administration of or directly administers preference, interest, needs and strength assessments.
• Communicates with parents and outside agencies, as needed, to ensure accurate communication among all those working on the student’s behalf.
• Works collaboratively with teachers and service provider’s to complete IEP Transition Progress Reports.
• Completes transition pieces for the Evaluation Team Report and Individualized Education Program.
• Serves as liaison with community support personnel (e.g., outpatient counselors, case workers, etc.) regarding specific student need.
• Coordinates job shadowing opportunities and career days.
• Links students to appropriate community resources according to individual student needs.
• Works collaboratively with language arts teachers to teach skills for completing job applications, writing resumes and cover letters, and interviewing with employers.
• Facilitates student applications for Work Permits, and coordinate with employers of students working outside of school.
• Generates and inputs individual class schedules for students.
• Inputs course history to generate transcripts.
• Coordinates the College Credit Plus process in the building.
• Coordinates credit recovery/credit flexibility for students as needed.
• Completes, or coordinates the completion of, At Risk Checklists and Student Success Plans.
• Bills school-based Medicaid as indicated.
• Serves as a member of the building Administrative Team and performs duties in the building as required (e.g., lunch duty, arrival duty).
• Performs other duties on as-needed basis as determined by Special Education Director.

SUPERVISORY RESPONSIBILITIES: Those with the supervisory endorsement on their license may be asked to provide clinical supervision to dependently licensed individuals.

All other duties set forth by the Chief Executive Officer.