SUMMARY     

Work collaboratively and cooperatively with administrators, teachers, staff and community to develop support structures for all students through Behavior Response to Intervention (RtI) and Section 504 processes. 

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

    Manages all aspects of Behavior Response to Intervention (RtI) and Section 504 processes.
    Serves as resource to administrators and teachers for Behavior RtI and Section 504 issues.
    Supervises Behavior Intervention Specialists.
    Serves as Behavior Intervention Specialist for grades 9 – 12.
    Serves as Trainer of Trainers for CHAMPS and conduct training sessions for staff.
    Serves as Trainer of Trainers for Restorative Discipline and conduct training sessions for staff.
    Serves as District Hearing Officer, as needed.
    Manages all aspects of the District homeless / foster care program and serves as the Homeless / Foster Care Liaison.
    Serves as lead for the District’s Crisis Response Team.
    In conjunction with building principals, coordinates professional development for counselors.
    Analyzes discipline data and produce reports.
    Conducts regular Foundations meetings at all campuses to evaluate and discuss discipline data.
    Coordinates on-site support for campuses regarding student behavior through Foundations, CHAMPS, Coaching Classroom Management, Restorative Discipline and other related programs.
    Manages District’s volunteer background check processes.
    Performs other tasks as may be assigned by Supervisor/Superintendent.

SUPERVISORY RESPONSIBILITIES

Directly supervises Behavior Specialists.

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  There may be alternatives to the below qualifications as the Board for Trustees may find appropriate.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. 

EDUCATION and/or EXPERIENCE 

Bachelor’s degree; Master’s degree and campus administration experience preferred. 

LANGUAGE SKILLS

Ability to read, analyze, and interpret general periodicals, professional journals, technical procedure, or governmental regulations. Ability to write reports, correspondence, and procedure manuals. Abilities to effectively present information and respond to questions from students, administration, staff, parents and the general public.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

REASONING ABILITIES

Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.

PHYSICAL DEMANDS

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.

While performing the duties of this job, the employee is regularly required to sit and talk or hear.  The employee is occasionally required to stand and walk. The employee may occasionally lift and/or move up to 10 pounds.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.  

WORK ENVIRONMENT 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.