Reports to: Building Principal with input from Director of Special Services

General Summary: To provide services to students with disabilities to assist them to learn appropriate behaviors in the school and community setting.

Essential Functions:

(These essential responsibilities are those the individual must be able to perform unaided or with the assistance of reasonable accommodation.)  Essential Functions of this position are, but not limited to, the following:

• Collects and interprets behavioral data to make recommendations regarding appropriate Functional Behavioral Assessments and Behavioral Intervention Plans.
• Maintains records, consultation notes, and logs on all students identified with disabilities or those with Behavioral Intervention Plans. Updates Plans as needed.
• Provides behavioral and academic support and intervention to identified students.
• Assists general education and special education teachers and parents with interventions, and with managing and monitoring identified students’ Behavioral Intervention Plans.
• Serves as a liaison for the school with parents and community agencies, and medical practitioners.
• Acts as a  member of the Crisis Team and works with others to establish crisis intervention strategies and procedures for identified students.
• Assists with smooth transitions between special education settings and general education settings.
• Attends and actively participates in IEP meetings.
• Performs other reasonably related duties as may be assigned by the building principal or the Director of Special Services.

Knowledge and Ability

• Ability to manage and prioritize multiple activities to meet deadlines under time constraints
• Ability to communicate orally and in writing sufficient to express ideas,
• Thoughts and instruction clearly to staff, patrons and students
• Ability to collaborate effectively on inter- and intra-agency levels
• Knowledge and experience with computer software and systems
• Exhibits patience, courtesy, respect, ethical conduct and tact when dealing with all people
• Ability to drive a car

Job Requirements:

• General: Individuals must possess the knowledge, skills, and abilities listed or be able to explain and demonstrate that they can perform the essential responsibilities of the job, with or without reasonable accommodations, in order to safely perform the essential responsibilities of the job.
• Physical: Should be able to perform the following and similar physical demands in completing work tasks:  walking, climbing, stooping, reaching, pushing, feeling, crouching, lifting, pulling, standing, kneeling, carrying, handling, talking, hearing, seeing, sitting, and keyboarding.  Able to regularly lift up to 50 lbs.
• Environmental: Must be able to handle exposure to dirt, odors, dust, wetness/humidity, heat, vibration, cold, sudden temperature changes, noise, darkness or poor lighting, fumes, elevated workplaces, fire, mechanical and electrical hazards.
• Mental: Must be able to reason, analyze, prioritize, conceptualize, make judgments, and solve problems.

*NOTE: This list of essential functions and physical requirements is not exhaustive and may be supplemented as necessary in accordance with the requirement of the job.

Qualifications:

• Bachelor Degree in social work, psychology, counseling or related field
• Skill in counseling students
• Ability to collect and use data to make decisions regarding student progress
• Ability to use strategies to intervene with student behavior
• Ability to work with students, staff, and parents

Length of Contract: 180 days

Position Type: Non-Exempt

These statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a parent liaison.