Reports To: Behavior Support Coordinator

Terms of Employment: Full Time 10 Months

NC State Salary Schedule

FLSA Exempt

Qualifications:

• Associate’s Degree
• Experience with children but not limited to experience with children in a school setting
• Behavioral knowledge and understanding of researched based interventions
• NCDL

Supervises:

• None

Essential Job Functions:

• Provides evidence/research-based interventions that will enable PRC 29 students to remain in school and/or to help students become more productive in the classroom. The BSA can be utilized in three different ways: Planned, Transition or Crisis.
• Planned: A BSA works with student(s), usually four to eight weeks or until the student(s) behavior warrants a change. Once the student(s) has reached an agreed upon percentage based on data from his/her behavioral intervention plan, staff will re-evaluate goals of the student(s).
• Transition: A BSA assists with student(s) moving from one setting to another. Depending on the student(s), the transition can last one to two weeks. 
• Crisis: A BSA provides short term evidence/research-based interventions to enable student(s) to remain in school and/or help stabilize student(s). BSA may work with the student(s) one to two days or depending on the student’s need and documentation of IEP.

• Ability to work with current technology of and programs.
• Provides Interventions for PRC 29 Students to Remain in School:
• Establishes rapport with students
• Identifies behaviors that are problematic
• Explores interventions
• Observes students in various settings
• Identifies triggers
• Consults with behavioral liaison, teacher and EC Administrator
• Implements Social Skills Lessons
• Implements team games through sessions and bonding
• Provides classroom/individual management

• Provides Evidence/Research-Based Interventions to Help Students Function Productively in the Classroom
• Assesses academic concerns
• Obtains input from student
• Provides instructional support by scheduling, visual supports and routines
• Establishes a working relationship with teachers
• Establishes cool down/safe spaces
• Establishes a reward system
• Assists with Sensory Integration
• Develops study habits for PRC 29 students
• Checks with medication administration
• Attends IEP meetings, as needed
• Maintains daily progress monitoring reports
• Maintains progress monitoring and documents students’ development of researched

interventions

• Monitors Progress on Behavior Intervention Plans:
• Communicates with teachers and behavioral liaisons
• Simplifies process by using checklist, etc.
• Documents PRC 29 student’s progress daily
• Utilizes behavior tracking forms
• Utilizes rubric systems
• Utilizes Rewards
• Monitors academic and attendance performance

Physical and Cognitive Requirements:

The major physical and cognitive requirements listed below are applicable to the Behavior Support Assistant position within the Exceptional Children Program of Hoke County Schools. Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Must be able to:

• Prepare, read and comprehend a variety of job related forms, reports, spreadsheets, maps, plans, records, documentation and correspondence in all languages required by the job
• Understand and conform to all rules of punctuation, grammar, diction and style
• Speak to individuals or groups of people with poise, voice control and confidence
• Respond adequately to inquiries or complaints
• Write using standard convention in all languages required by the job
• Apply principles of logical or scientific thinking to define problems, collect data, establish facts and draw valid conclusions
• Apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form
• Communicate effectively and efficiently both orally and in writing
• Use/interpret job related terminology, mathematical formulas and functions effectively and efficiently
• Deal with people beyond giving and receiving instructions
• Perform under stress, deal with persons acting under stress and adapt when confronted with emergency situations
• Be sensitive to cultural differences among individuals and groups of persons
• Operate a motor vehicle
• Operate/use a variety of automated office machines and other job specific office equipment

DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of the position. All employees may have other duties assigned at any time.