Special Education Certified Behavior Specialist 24/25 SY

Job Description

TITLE : USS Behavior Support Specialist

WHO WE ARE :

Indianapolis Public Schools (IPS) is a student-focused, innovative educational organization committed to academic excellence.

Our mission is to empower and educate all students to think critically, creatively, and responsibly, to embrace diversity, and to pursue their dreams with a purpose.

We are a family of excellent public schools in which every student has the opportunity to succeed and the power to create their own future.

Led by forward-thinking leadership and our commitment to prioritizing students, racial equity, and authentic engagement with our families, team members, and communities, our staff have diverse opportunities to develop their careers in a challenging but rewarding environment.

We are an organization for people who are passionate about education and who are committed to the Indianapolis community.

SUMMARY OF OPPORTUNITY :

The Unified Student Supports team is looking for an experienced educator with special education certification, social work or school counselor certification, or significant experience in growing teachers’ seamless application of positive intervention and behavior supports in the school setting.

The Behavior Support Specialist will positively impact student success by addressing barriers to student learning, including but not limited to the social, emotional, and mental health challenges that some students must overcome with the support of skillful practitioners.

The Behavior Support Specialist will recommend, plan, coach, and model interventions and supports for school team members (teachers, social workers, etc.

as dictated by students’ needs on their caseload.

WHAT YOU’LL DO :

The following outlines what your core duties and responsibilities will be for this position and provides a sample overview of what your day-to-day may look like.

Core Duties and Responsibilities

Serve as the first and strongest advocate for racial and ableness equity andstudent-centered approaches to instruction, intervention, and student engagement

Demonstrate thorough knowledge of best practices relating to building positive cultureand climate in the classroom for all types of learners (to include students with disabilities,students with 504 services, multilingual learners, etc.)

Effectively support schools with defining and measuring behaviors; understandingprinciples of reinforcement; analyzing data to identify antecedents and functions ofbehavior;

coaching and modeling positive strategies for weakening inappropriate behavior,and problem-solving to align resources, interventions, and supports

Analyze data- assessments, attendance, discipline, academics, and other pertinentinformation - to determine appropriate interventions to reduce suspensions and otherdisciplinary occurrences while improving student engagement and academic achievementin the general education environment.

Assist in the collection and compilation of student,parent, teacher, and community data.

Collaborate with school teams during MTSS / Problem-solving meetings to identifystudents with the most need and recommend appropriate Tier 1 and Tier 2 interventions.

Ensure MTSS is the backbone of all coaching, intervention planning and monitoring,strategic data response, etc.

Provide professional development to individual teachers, groups of teachers, and / or entireschool staff on issues related to crisis intervention, learning and collaborations, restorativepractices, and factors that can affect the development and implementation ofinterventions and / or student progress

Maintain records of students served and their progress

Discusses pupils' academic and behavioral attitudes and achievements with the teacher

Provide assessment and instruction / intervention at the school-wide prevention level, atthe targeted classroom / small group level, and at the individual behavioral / mental healthlevel to address issues that present learning readiness

Utilize student, school, and community data to plan, identify, and implementevidence-based, culturally competent prevention strategies to meet student needs

Evaluate multiple datasets (including but not limited to Panorama, attendance, discipline,classroom observation, and the Thinking Skills Inventory) in order to intentionally andstrategically respond to student need

Consults with school staff and parents regarding strategies for helping students cope withpersonal and social concerns

Access and link community resources to students, families, and the school in response toidentified needs. (Note : To accomplish this responsibility home and agency visits arerequired.)

Aligns teachers’ systems and processes to student outcomes in order to translate thecritical connection for teachers engaged in the coaching cycle

Communicate effectively, and in a timely manner, with school staff, parents and guardians,USS and district staff. Provide weekly updates to USS admin on coaching data to informsystematic professional development (for the district, LC, or school)

Support with student transitions (bridging) and transition planning

Work with building leadership to discuss, strategize and problem solve trends in disciplineand / or climate and culture classroom level data to support teachers’ use of research-basedinterventions and data-response

Advocate for and model strong school-family partnerships to ensure students have as fewbarriers to achievement as possible

Consistently contribute to a positive team culture by being direct and transparent andhelpful and collaborative, while prioritizing a customer service orientation

Other duties as assigned

Day In the Life Overview

On a regular day, as the Behavior Support Specialist, you might :

Review referrals for student support and facilitate a student observation

Make immediate recommendations on classroom-based interventions or practices thatsupport the referred student

Work with the Equitable Supports Coach to support teacher development if the lack ofeffective classroom systems and processes are impeding more than the referred student’sability to productively engage in rigorous instruction

Engage with the school-based team members and parents of a referred student to ensurethe behavior intervention plan process fosters student and family voice and buy-in

Collect and review multiple data points to identify underlying need or the impact ofrecommended interventions for students on the caseload (i.

e. attendance, discipline,classroom observation, grades, assessment, etc.)

WHAT YOU’ll BRING : SKILLS AND MINDSETS

As an ideal candidate for this role, you will be able to achieve the following :

Highly-developed communications skills (written / verbal) and interpersonal savvy

Results / action-orientation; project management skills

Racial equity mindset and other critical indicators related to DEI

Organizational agility; developed negotiation skills

Exhibits strong personal code of ethics, integrity, diversity and trust

Navigate within varying degrees of ambiguity in a fast-paced environment

Strong strategic analysis skills

Ability to be creative in developing alternatives to meet students’ instructional needs

Developing and maintaining strong working relationships with and among a diverse groupof actors

Close attention to detail coupled with the ability to exercise good judgment

Proactive nature; able to anticipate conflicts before they arise

Ability to work well independently as well as collaboratively

Ability to execute meetings, calls and emails with professionalism, courtesy and accuracy

Allocate and prioritize time to several tasks effectively to ensure completion of all

EDUCATION, CERTIFICATION, AND LICENSURE REQUIREMENTS

Certification or ability to be fully certified by the Indiana Department of Educationeducation, or have a similar experiences in another IDOE approved area oflicensure

FLSA CLASSIFICATION :

Exempt

ELIGIBILITY FOR REMOTE WORK :

Not eligible

PHYSICAL REQUIREMENTS :

The physical requirements 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 individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to use hands to finger,handle, or feel; talk or hear.

The employee frequently is required to stand and walk. The employeeis occasionally required to sit; reach with hands and arms;

and stoop, kneel, crouch, or crawl. The employee must occasionally lift and / or move up to 10 pounds.