Tiered Support Specialist 

Location: Echo Mountain Intermediate School

FTE: 0.6

Non-Interim Position

Start Date: Immediate 

 

Purpose Statement

The Tiered Support Specialist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive PBIS framework. In addition, the Tiered Support Specialist works directly with identified students to teach behaviors that substantially increase their academic performance. Under the supervision of the building principal and district representative, the Tiered Support Specialist will provide diversified strategies and activities specifically designed for targeted students.

 

Essential Job Functions

The Tiered Support Specialist sets goals for behavioral changes, monitors students, assesses progress, and modifies behavioral plans if necessary. In crisis situations, a Tiered Support Specialist designs a plan with a team to address any immediate dangers or threats and also determines the necessity of long-term treatment.

• Support Tier 1 effective proactive and preventative instruction of behavior expectations and social competencies within the PBIS or MTSS framework.
• Assist in development of interventions, functional behavior assessments and behavior plans for the purposes of providing a safe and effective educational environment for students who are not experiencing behavioral success.
• Conduct conflict resolution and peer mediation sessions.
• Support Tier 1 behavior data collection and data-based team decision-making.
• Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.  
• Help students set goals for behavioral changes, monitor and assess progress, and modify plans if necessary.
• Assist in crisis situations to minimize immediate dangers or threats and determine need for long-term treatment.
• Participate in Tier 1 building level and/or grade level PBIS or MTSS meetings, as appropriate. 
• Consult with school social worker, counselor, and teachers.
• Observe students in their educational environment, analyze existing data and conduct preference assessments to increase student success.
• Facilitate team meetings that design Behavior Interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.  
• Promote highly specialized positive behavior interventions in which “at risk” students thrive with behavior instruction that is explicit, intensive, accelerated and provides ample practice.   
• Facilitate school-wide acknowledgement of a variety of student accomplishments and positive behaviors.  
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.  
• Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.  
• Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.  
• Provide leadership to others through example and sharing of knowledge/skill.
• Perform other duties as assigned.

Required:

• Ability to analyze behavior, collaborate with adults, and develop positive relationships with students.
• Possess skills in data collection, development of effective intervention plans, and implementation of positive behavior interventions and supports.
• Evidence of experience and participation in professional development that supports the behavior development in students.

Preferred:

• Master’s Degree in counseling, social work, education, psychology, or a related field with an emphasis in behavior.
• School experience.
• Two years of experience working with students with behavior related issues.
• Current in Non Violent Crisis Intervention training.
• Comprehensive knowledge, understanding of and commitment to develop social competencies and support emotional regulation.
• Strong rapport with children, young people, and adults.

Other Functions

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

 

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; repairing and maintaining accurate records; applying curriculum and instructional techniques.

 

KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques, methods of instruction.

 

ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job- related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; meeting deadlines and schedules; working as part of a team; adhering to all school and district policies and procedures.

 

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services.

 

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 10% sitting, 40% walking, and 50% standing. The job is performed under some temperature extremes and under conditions with some exposure to risk of injury and/or illness.

 

Experience:   Job related experience is desired.

Education:     Bachelor's degree in a job-related area,  Master’s Degree in 

 counseling, social work, education, psychology, or a related field   

 with an emphasis in behavior preferred.

Equivalency: 

 

Required Testing                       

 

Certificates and Licenses                  

AZ Teaching Certification, Social Worker License or Counselor Certificate or Master's Degree in Counseling                                                                                                                         

 

Continuing Educ./Training               Clearances

Criminal Background Clearance            Valid Arizona IVP Fingerprint Clearance Card 

 

Paradise Valley Unified School District does not discriminate on the basis of race, color, religion, national origin, age, sex or disability, in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (ADA), or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resources.