Behavior Support Liaison

Behavior Support Liaison

PRC 29

Job Description

The Behavior Support Liaison (BSL) monitors, coordinates and links services and interventions for students. Provides leadership to the PRC 29 team, training, interventions, and direct services to identified PRC 29 students, staff working with students and other service providers. The minimal provision of service is two face-to-face, direct contacts per month with each PRC 29 student. Note: A direct contact consists of the Behavior Support Liaison providing an evidence/research-based intervention to address the behavioral needs of the student. Additional contacts can be with the student and/or any staff directly involved with the student.

Monitor Services and Interventions

• Ensure PRC 29 students' IEP dates are compliant.

• Ensure data from FBAs are used to develop BIPs.

• Ensure BIPs are measurable and compliant.

• Ensure attendance/suspensions are accurate.

• Ensure interventions provided by other PRC 29 staff are evidence/research-based.

• Provide staff with data collection tools.

• Maintain and ensure PRC daily student contact and intervention reports are completed by all staff working with PRC 29 students.

• Review the PRC 29 Referral Process with Behavior Support team and school staff.

• Ensure PRC 29 students transition in and out of program with identified supports.

• Submit PRC monthly attendance/suspension reports, mid-year reports, and end-of-year reports.

• Provide classroom and school-wide environmental observations of the student.

• Attend PRC 29 students' IEP meetings.

• Monitor academic and attendance performance.

Coordinate Services and Interventions

• Communicate with principals, teachers, relevant staff, and community partners.

• Facilitate meetings with PRC 29 staff; school based personnel, parents and community agencies pertaining to PRC 29 students.

• Ensure the coordination of 30 day meetings to review data and dates for students in alternative settings such as homebound, day treatments, abbreviated days, etc.

• Implement social skills programs.

• Assist with transition planning (grade level and school transitions, Least Restrictive Environment and Transition Plans).

• Ensure staffing/case management of PRC 29 students.

• Evaluate student and family needs.

• Provide referrals to community services within a school.

• Check with medication management staff.

Link Services and Interventions

• Network and collaborate with community agencies to ensure that PRC 29 students receive wrap around services.

• Collaborate with school staff regarding new or more intense interventions.

• Attend community agency meetings.

• Braid LEA initiatives.

• Establish wrap around Community Service Providers (e.g., Mental Health, DSS, Lawyers, Judges, Law Enforcement, Faith Based, etc.).

• Collaborate regarding PRC 29 students' care review.

• Assist families with establishing contact with providers.

• Assist with home visits, as appropriate.

Provide Training and Support to Staff and Outside Providers

• CPI-Nonviolent Crisis Intervention

• FBA/BIP

• Environmental

• Multi-Tiered System of Supports Team

• Behavioral Support Team Meetings

• Mental Health

• Character Education

• In-Service for Behavior Support Personnel

• Classroom Interventions

• Behavioral/Classroom management

• PBIS Collaboration with students with disabilities

• Social skills training

• Modeling strategies and interventions

• Parent education

• Professional Learning Communities

• Problem solving

• Understanding of mental health diagnosis (ex. ADHD, ODD, Bipolar, etc.)

• Knowledge of effects of medication

Essential Job Functions

• Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects.

• Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things.

• Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

• Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc.

• Requires the ability to prepare correspondence, simple reports, forms, etc. using prescribed format.

• Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently.

• Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

• Requires the ability to talk and hear.

Note: The roles and expectations are compiled from the job description from NC DPI's PRC 029 Grant Application