SpEd Behavior Tutor M-F

Overview

SpEd Behavior Tutor assists with functional behavioral assessment in order to create behavior programs to provide students who have significant behavioral needs with a behavioral intervention that enables them to exist/perform in the public school setting. To independently implement behavior programs as instructed by behavior coordinator. To model behavioral programming for staff members who work with students with behavior problems.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

• Reports consistently for work as scheduled
• Performs other duties as assigned
• Attains proficient or higher evaluations on established Performance Standards
• Performs direct observation of students in order to assist with functional behavioral assessment of students with behavioral problems
• Collects, maintains, and charts behavioral data on students per established plan with behavior coordinator
• Maintains regular communication with student’s classroom teachers, counselors, and parents; identifies changes/progress in behavioral interventions
• Ensures that the physical setting of the student’s school environment, to include the time-out area, meets state guidelines and is appropriate for maximizing successful behavioral intervention for the student
• Organizes and reports behavioral data for students receiving behavioral services at meetings with school staff and parents and IEP team meetings
• Informs appropriate school staff and/or behavior program coordinator of progress, changes, problems, material needed, etc.
• Demonstrates and instructs appropriate school staff in the implementation of behavior modification plans in school and community settings
• Instructs staff members at school in performance of activities associated with student’s behavior program when responsibility for behavioral programming is transferred to student’s home school
• Monitors/consults regarding established behavior programs that have been turned over to staff members at the student’s school

• Ability to adapt to changing technologies and to learn functionality of new equipment and systems
• Ability to communicate effectively verbally and in writing
• Ability to create, access, input, retrieve, and manipulate information in various software systems
• Ability to establish and maintain accurate record keeping, document management, and filing systems
• Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
• Ability to follow oral and written instructions
• Ability to greet and interact with the public in a courteous and professional manner
• Ability to maintain confidentiality
• Ability to manage simultaneous demands and set clear priorities
• Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
• Ability to work independently without direct supervision
• Commitment to the education of students as a primary responsibility
• Communicates effectively with students and adults in a wide variety of settings
• Computer proficiency including office productivity applications
• Considerable knowledge of policies, procedures, and overall district functions
• Demonstrated ability to manage simultaneous demands and set clear priorities
• Demonstrated ability to work well with others in a team setting
• Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
• Demonstrates effective organizational and time management skills
• Detail-oriented
• Energetic, creative, innovative, flexible
• Excellent cooperative, collaborative, and problem-solving skills
• Knowledge of office methods and procedures
• Knowledge of Special Education, other educational…