Division: Special Education

Position Type:
Part Time/11-Month calendar 
18.75 hours per week 
(Job Grade: 17)

 

Play a crucial role in PBIS structure and implementation. Collaborate with teachers and other school team members to identify behavioral needs and create individualized strategies based on them. Develop/recommend behavior interventions, and utilize researched based strategies that strongly adhere to KRESA’s ABAR Values (i.e. anti-bias, anti-racism, and anti-ableism).

 

Essential Duties and Responsibilities:

• Develop and implement Positive Behavior Support Plans (PBSPs), in collaboration with each student’s prospective school support team, based on Functional Behavior Assessments (FBAs), to address challenging behaviors.
• Facilitate Functional Behavior Assessments with teachers, parents/guardians, and other professionals to gather information and determine the function(s) of the behavior(s) for students identified with complex behavioral support needs. 
• Participate in Individualized Education Program (IEP) meetings and contribute to the development of IEP goals related to behavior, as needed. 
• Oversee the program's behavior crisis support procedures, response protocols, and implementation in coordination with other school professionals (i.e. School Social Workers and Administration/Leadership)
• Stay current with research and best practices in the field of behavior support.
• Administer professional development regarding behavior management techniques to ensure consistency in implementation across the program.  
• Serve as a continuous resource and consultant for teachers and staff regarding behavioral strategies and interventions.
• Provide direct support to students with active PBSPs to model strategies and interventions documented in the student’s plan
• Establish a system of ongoing data collection and analysis to monitor student progress 
• Conduct behavioral observations and fidelity checks to ensure behavior support plans are being implemented with consistency and fidelity. 
• Assign duties, based on student and staff need, to the program’s Behavior Technician(s), in conjunction with their direct supervisor, to bolster behavior support implementation and promote student progress. 
• Coordinate regular PBSP Review meetings to report on student progress, assess current needs, obtain feedback from professionals implementing the plan, and adjust interventions if necessary. 
• Communicate regularly with all points of contact influential to a student’s behavioral health (i.e. parents/guardians, classroom staff, other school professionals, community resources, and the student themselves)

 

Other Skill & Abilities:

Embraces and supports KRESA philosophies related to diversity, inclusiveness, and anti-racism

Ability to interact effectively with individuals from a wide range of cultures

Ability to discuss cultural differences with colleagues and clients

Ability to assess one's own strengths and limitations or challenges and integrate this understanding into interpersonal interactions

Ability to write reports, correspondence, and documentation

Ability to use information from data collection in decision making

Ability to efficiently use computer and applicable software            

Effectively present information in front of groups.

Attitude of acceptance and esteem for students

Ability to communicate effectively including listening

Develops and maintains atmosphere of teamwork

Maintains confidentiality

Adapts to frequent changes in the work environment

Qualifications:

• Bachelor’s degree in psychology, education, social work, or a related field (master's degree preferred).
• Experience working with individuals with disabilities or special needs, particularly in behavior support roles.
• Knowledge of behavior management techniques, positive behavior interventions, and strategies for students with diverse needs.
• Experience with crisis intervention and de-escalation techniques.
• Strong interpersonal and communication skills to work effectively with students, families, and colleagues.
• Ability to collect and analyze data to inform decision-making and adjust interventions as necessary.
• Understanding of special education laws, regulations, and best practices related to behavior support.

Preferred Skills:

• Certification in behavior analysis (e.g., BCBA, BCABA) is highly desirable.
• Familiarity with assistive technology and augmentative communication devices.
• Ability to work collaboratively in a multidisciplinary team environment.

 

Personal Attributes:

• Patience, empathy, and a genuine desire to support the growth and development of students with behavioral challenges.
• Adaptability and flexibility to meet the changing needs of students and school environments.
• Dedication to promoting a positive and inclusive school culture.
• Strong organizational skills and attention to detail.

Work Environment:

• The position is based in a school setting, requiring interaction with students, teachers, administrators, and parents/guardians.
• Occasional travel may be required for meetings, training, or collaboration with outside agencies.

 

Supervisory Responsibilities: 

This job has no supervisory responsibilities.

 

Physical Demands:

To perform the job successfully an individual must be able to perform each essential duty satisfactorily.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee is frequently required to reach with arms and hands, stand, walk and sit. The employee must frequently lift and/or move up to 25 pounds and occasionally lift and/or move up to 50 pounds.  The employee must support and transfer students who are unable to completely bear weight on their own with the assistance of other staff.   Specific vision abilities required by this job include close vision, depth perception and ability to adjust focus.

 

The employee shall remain free of any alcohol or nonprescribed controlled substance in the workplace throughout his/her employment in the district.

 

Notice of Non-discrimination: It is the policy of Kalamazoo Regional Educational Service Agency that no discriminating practices based on race, color, national origin, sex (including sexual orientation or sexual identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category be allowed during any program, activity, service or in employment. The following position at Kalamazoo RESA has been designated to handle inquiries regarding the nondiscrimination policy: Executive Director of Human Resources. Contact information: 269-250-9200, 1819 E. Milham Ave, Portage, MI 49002.