Behavior Support Liaison

Clinton City Schools

Job Description

Reports to:     Behavior Support Liaison

Terms of Employment:        11 months

Salary:            Teacher Salary Grade  

Nature of Job:

The Behavior Support Liaison (BSL) will collaboratively work with MTSS teams and district stakeholders to address the behavior and mental health needs of students. The Behavioral Support Liaison has a portfolio of students who have been identified based on attendance, performance, and discipline challenges. The BSL provides case management and support to students within their portfolio, builds high-quality and supportive relationships, and connects with other adults in their life to help support holistic strategies for development and success. This person will utilize techniques such as home visits, coordinating with classroom teachers and clinical professionals, familiarizing themselves with afterschool and out-of-school supports, etc., to develop a holistic understanding of students' learning, home, and social context. The BSL will be able to work with multiple stakeholders, independently build strong relationships, and be self-directed in purpose while holding student achievement at the center. The BSL will review and analyze student-level data to understand and report on the effectiveness of interventions for students on his or her caseload.

Qualifications:

• Bachelor’s degree in special education or related to the mental health field
• Three years of experience working in an educational setting or a mental health setting with individuals with challenging behaviors
• Possess a valid driver’s license in the state of North Carolina and maintains an excellent driving record

Essential Functions

• Promote character education concepts and serves as a positive role model
• Demonstrate a commitment to continuous quality improvement, and support, and exhibits organizational core values of caring, respect, integrity, responsibility, high expectations, being customer-driven, and valuing diversity
• Maintain confidentiality and comply with all pertinent federal, state, and district regulations and policies
• Communicate effectively with all school stakeholders
• Attend and present at all Student Services and MTSS team meetings
• Visit all schools week and ALP daily
• Coordinate with the MTSS teams on comprehensive behavioral intervention programming for at-risk students
• Coordinate and refer tier-three services for students in the district
• Maintain a system of progress monitoring of all identified at-risk students
• Collect and analyze student data to plan and evaluate the effectiveness of service delivery
• Assist schools with attendance issues and concerns
• Maintain high expectations, including graduation from high school for students of all backgrounds
• Communicate and collaborate with school, home, and community to promote trust, understanding, and to build partnerships with all segments of the school community
• Support and encourage student and family involvement in the school process
• Seek solutions to barriers that inhibit effective familial and community involvement in the education of students
• Respond to behavioral emergency situations in schools throughout the district.
• Conduct home visits for various reasons
• Incorporate 21^st Century life skills (leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, interpersonal skills, self-direction, and social responsivity) deliberately, strategically, and broadly into their services
• Provide a wide range of prevention, early intervention, and crisis response strategies to address social, emotional, and academic needs
• Adapt practices based on current relevant research findings and data to meet best the needs of students, families, schools, and communities
• Continually participate in high-quality professional development related to behavioral management and mental health
• Adhere to relevant laws, policies, and procedures
• Perform other duties as may be assigned by law, by the superintendent and director of student service, and by the policies, rules, and regulations of Clinton City Schools

Knowledge Skills and Abilities

• Ability to provide coaching, skills training, and other supports to teachers and staff working with students with behavioral strategies.
• Ability to compare and/or judge the readily observable, functional, structural, or composition characteristics of data, people, or places
• Ability to prepare records, reports, and files
• Ability to apply principles of local or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form
• Ability to record and deliver information, explain procedures, to give oral and written instruction
• Communicate effectively and efficiently in a variety of technical or professional languages, including educational and legal terminology

Physical Requirements

• Work requires the regular exertion of up to 10 pounds of force, frequent exertion of up to 25 pounds of force, and occasional exertion of up to 50 pounds of force
• Work occasionally requires standing, walking, stooping, kneeling, crouching or crawling with hands and arms, pushing or pulling, and lifting.

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.