Building Office Assistant (3086)

FLSA Status: Exempt

Reports to: Director of Student Services

This position starts with the 2024-2025 school year.

Position Objective

The school behavioral consultant will identify children in need of services and assess their needs. The behavioral consultant will utilize professional and personal skills to intervene with individuals or groups to ensure those needs are met. The school behavioral consultant will facilitate communication between school and home and will serve as a liaison between the school and home community. Behavioral consultant will work with general education and special education IEP teams to assess in Functional Behavior Assessment (FBA) and Behavioral Intervention plans (BIP).

Essential Functions:

• Serves on assigned schools' RTI problem solving team

• Participates in the case study evaluation process by obtaining a FBA on each new referral (may be during a RTI problem solving meeting) or during re-evals

• Participates with other members of District teams in the multidisciplinary conference and in writing the IEPs when appropriate for the FBA and BIP

• Identifies children in need of services who require behavioral intervention

• Creates social stories and visuals to help assist students with emotional and behavioral needs.

• Assist teachers and staff to analyze and process student's behavior

• Keeps sufficient records on student to provide on-going evaluation and targeting of specific problems

• Provides individual strategies and consultation for students to implement in educational environments

• Works with the behavioral team on referral process

• Provides supporte to individual children to encourage development of more positive self-concept, appropriate goal-directed behavior and appropriate social interaction with children and adults

• Organizes and facilitates topic-oriented groups for adults regarding parenting skills, needs of special education children and their parents and other group concerns

• Makes home visits to understand the family composition and the student within that context

• Shares knowledge of child development and methods of coping with student/family difficulties through contacts with families

• Facilitates referrals regarding family needs to existing community agencies

• Acts as communication link between school and home regarding aspects of the case study evaluation; supportive and education services available through school

• Acts as an advocate on behalf of families to assist parents and other family members in verbalizing their perspective or needs to educational or community agency professionals

• Participates in identifying and resolving problems between school and community

• Represents the school in social concerns of the community and communicates to the community

• Acts as a liaison between families, school, and community agencies

• Continues professional growth through reading, workshops and conferences and membership in professional organizations

• Keeps appraised of current rules and regulations in the areas of specialeducation.

• Understands public laws which affect education process

• Shares knowledge of behavioral/emotional issues and services with other professionals by providing consultation and in-services to them

• Attends staff meetings and in-services at specified times

Additional Functions:

• Assists school personnel in recognizing unmet needs of students by providing consultation and/or in-service experiences to school personnel, parents and students

• Assists in developing resources to resolve problems and interface these with school and community needs

• Other duties as assigned

Qualifications:

• Board Certified Behavioral Analyst preferred

• Illinois Professional Educator License preferred

• 1+ year experience preferred

Competencies:

• Excellent interpersonal communication skills. Able to communicate effectively with students, staff, and parents

• Adaptable to different work scenarios and schedules. Able to prioritize efforts in order to achieve a student-focused solution

• Able to work in various team-oriented work groups to come to a student-focused solution

• Adhere to NASW Code of Ethics

Working conditions

• Mental Demands: calculating, comparing, evaluation, interpreting, organizing, consulting, analyzing, planning, documenting, specifying, coordinating, implementing, and presenting

• Physical Demands: bending, stooping, kneeling, twisting, reaching, sitting for prolonged periods of time, standing, walking, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual acuity, ability to read and write, ability to speak and understand the English language. Must be able to lift an individual student

• Environmental Conditions: The work is performed primarily indoors; however, outside work is required on occasion. Travel between buildings is a requirement