Del Valle Independent School District
Student Support Specialist
Del Valle Independent School District, Del Valle, Texas, United States, 78617
Primary Purpose:
The Student Support Specialist plays a key role in implementing a systematic, school-wide approach to Positive Behavior Interventions and Supports (PBIS) within the Del Valle ISD Multi-Tiered Systems of Support (MTSS), ensuring it aligns with the school's Campus Improvement Plan. Work with teacher to develop and implement behavior management strategies in classrooms and to provide specific behavior intervention support to students. Assist in the development of Behavior Intervention Plans, Positive Behavior Intervention Support, behavior management and classroom organization.
Minimum Qualifications:
Education/Certification:
Master's degree from an accredited four year college or university
Valid Texas Teacher Certification
Board Certified Behavior Analyst (BCBA) preferred
Candidate must have a satisfactory outcome of a fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee.
Knowledge/Skills:
Knowledge of prevention and intervention strategies, including behavior management interventions and how to implement them in
the classroom
Knowledge of current education and instructional theories, methodologies, techniques, and principles
Knowledge of state, local and Federal laws and regulations affecting the lives and education of students
Strong consultation skills for conferencing with teachers, parents, and students
Awareness and ability to access community resources
Excellent organizational, communication and interpersonal skills
Experience:
Three (3) years' experience as a classroom teacher
Major Responsibilities and Duties:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required)
Professionalism
The Educators' Code of Ethics is set forth in the Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.
Rule §247.1 Purpose and Scope; Definitions Rule §247.2 Code of Ethics and Standard Practices for Texas Educators Organization Improvement
The student support specialist promotes leadership in efforts to improve the school or organization through activities such as the following:
Provide professional development, training, and coaching to staff. Build capacity of campus staff to manage a variety of behaviors. Support and assist teachers with students that require behavior intervention and support. Collect and analyze data to identify student needs, monitor the effectiveness of interventions, and make data-driven decisions. Consult and collaborate with other school personnel in gathering and giving information on a case and in establishing and planning for respective roles in the modification of a student's behavior. Assist campus in managing student behavior and supporting campus staff in behavior crisis situations. Maintain an active monitoring role on the campus to assess/address areas of concern. Assist campus administrators with the monitoring of student behavior and assist with enforcing school rules related to student conduct. Provide leadership and support through the use of data, such as discipline, attendance, test scores, and specific project data, to improve the teaching/learning process and its outcome. Ensure campus wide Positive Behavior Interventions and Support plan align to campus improvement plan. Based on needs assessment, oversee the development of Tier 1, 2, and 3 intervention protocols, problem-solving processes, data-based decision-making, progress monitoring, and communication and collaboration processes among Student Support Teams. Communication and Community Relations
The student support specialist promotes a positive tone for school or community relations through activities such as the following:
Coordinate efforts with outside social service agencies to serve campus needs. Work closely with administration, teachers, psychological services and external agencies to provide on-going support services to most effectively meet the emotional, social and academic needs of students and their families. Work with parents to coordinate home and school plans. Facilitate communication between school personnel and students, parents, and the community. Refer school staff and parents to community resources. Coordinate and integrate school and community resources. Serve as consultant to school personnel regarding students or situations that are not referred for direct district or outside services. Develop and conduct parenting training and support groups. Consult with parents regarding their children's academic performance, behavior and needs. Inform students and parents of their rights and responsibilities under federal and state law including compulsory attendance. Maintain a positive and effective relationship with supervisors. Effectively communicate with colleagues, students, and parents. Organization Management
The student support specialist manages administrative, fiscal, and facilities functions responsibly through activities such as the following:
Works directly with students with significant behavior issues and provides modeling and coaching to build capacity of campus staff. Understands and knows the purpose and use of data, as well as the variety of data collection methods. Facilitates communication and collaboration among teachers, administrators, and other stakeholders, including leading Student Support Team meetings and providing professional development. Uses district and campus data to identify trends and to determine priorities and strategies for improvement. Make home visits to gather information relating to students. Create an environment conducive to learning and appropriate for the maturity level and interests of students. Support campus goals of prevention to maintain a healthy and safe school environment. Implement existing and new programs and services with fidelity. Maintain all reports, records, and other required documents (e.g.: referrals, assessments, diagnostic testing, and student assessment). Oversee ISS and Reset Center. Professional Growth and Development
The student support specialist provides leadership in professional growth and development through activities such as the following:
Participate in professional development activities to improve skills related to job assignment. Qualities of Effective Administrators
The student support specialist exhibits qualities such as the following:
Comply with district and campus policies and procedures, as well as state and federal laws and regulations. Comply with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, or standards. Maintain confidentiality. Demonstrate a high level of personal integrity, a collaborative leadership style, and high ethical standards. Keep informed of and comply with state, district, and campus policies affecting schools. Compile, maintain and file all reports, records, and other required documents. Daily attendance and punctuality at work are essential functions of the job. Supervisory Responsibilities:
None Equipment:
Personal computer, printer, calculator, telephone, copier, fax machine. Must have a reliable mode of transportation. Working Conditions:
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Work with frequent interruptions. Work irregular hours and extended work hours to include holidays and weekends. Frequent walking, standing, stooping, bending, pulling and pushing. Occasional: Lifting and carrying 15-44 pounds frequently, 25-40 pounds occasionally, more than 45 pounds infrequently with assistance; Pushing /Pulling 15-44 pounds sporadically. May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others. Occasional district wide and statewide travel. Use a computer for prolonged periods resulting in repetitive hand motions. Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration. Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.
The Student Support Specialist plays a key role in implementing a systematic, school-wide approach to Positive Behavior Interventions and Supports (PBIS) within the Del Valle ISD Multi-Tiered Systems of Support (MTSS), ensuring it aligns with the school's Campus Improvement Plan. Work with teacher to develop and implement behavior management strategies in classrooms and to provide specific behavior intervention support to students. Assist in the development of Behavior Intervention Plans, Positive Behavior Intervention Support, behavior management and classroom organization.
Minimum Qualifications:
Education/Certification:
Master's degree from an accredited four year college or university
Valid Texas Teacher Certification
Board Certified Behavior Analyst (BCBA) preferred
Candidate must have a satisfactory outcome of a fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee.
Knowledge/Skills:
Knowledge of prevention and intervention strategies, including behavior management interventions and how to implement them in
the classroom
Knowledge of current education and instructional theories, methodologies, techniques, and principles
Knowledge of state, local and Federal laws and regulations affecting the lives and education of students
Strong consultation skills for conferencing with teachers, parents, and students
Awareness and ability to access community resources
Excellent organizational, communication and interpersonal skills
Experience:
Three (3) years' experience as a classroom teacher
Major Responsibilities and Duties:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required)
Professionalism
The Educators' Code of Ethics is set forth in the Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.
Rule §247.1 Purpose and Scope; Definitions Rule §247.2 Code of Ethics and Standard Practices for Texas Educators Organization Improvement
The student support specialist promotes leadership in efforts to improve the school or organization through activities such as the following:
Provide professional development, training, and coaching to staff. Build capacity of campus staff to manage a variety of behaviors. Support and assist teachers with students that require behavior intervention and support. Collect and analyze data to identify student needs, monitor the effectiveness of interventions, and make data-driven decisions. Consult and collaborate with other school personnel in gathering and giving information on a case and in establishing and planning for respective roles in the modification of a student's behavior. Assist campus in managing student behavior and supporting campus staff in behavior crisis situations. Maintain an active monitoring role on the campus to assess/address areas of concern. Assist campus administrators with the monitoring of student behavior and assist with enforcing school rules related to student conduct. Provide leadership and support through the use of data, such as discipline, attendance, test scores, and specific project data, to improve the teaching/learning process and its outcome. Ensure campus wide Positive Behavior Interventions and Support plan align to campus improvement plan. Based on needs assessment, oversee the development of Tier 1, 2, and 3 intervention protocols, problem-solving processes, data-based decision-making, progress monitoring, and communication and collaboration processes among Student Support Teams. Communication and Community Relations
The student support specialist promotes a positive tone for school or community relations through activities such as the following:
Coordinate efforts with outside social service agencies to serve campus needs. Work closely with administration, teachers, psychological services and external agencies to provide on-going support services to most effectively meet the emotional, social and academic needs of students and their families. Work with parents to coordinate home and school plans. Facilitate communication between school personnel and students, parents, and the community. Refer school staff and parents to community resources. Coordinate and integrate school and community resources. Serve as consultant to school personnel regarding students or situations that are not referred for direct district or outside services. Develop and conduct parenting training and support groups. Consult with parents regarding their children's academic performance, behavior and needs. Inform students and parents of their rights and responsibilities under federal and state law including compulsory attendance. Maintain a positive and effective relationship with supervisors. Effectively communicate with colleagues, students, and parents. Organization Management
The student support specialist manages administrative, fiscal, and facilities functions responsibly through activities such as the following:
Works directly with students with significant behavior issues and provides modeling and coaching to build capacity of campus staff. Understands and knows the purpose and use of data, as well as the variety of data collection methods. Facilitates communication and collaboration among teachers, administrators, and other stakeholders, including leading Student Support Team meetings and providing professional development. Uses district and campus data to identify trends and to determine priorities and strategies for improvement. Make home visits to gather information relating to students. Create an environment conducive to learning and appropriate for the maturity level and interests of students. Support campus goals of prevention to maintain a healthy and safe school environment. Implement existing and new programs and services with fidelity. Maintain all reports, records, and other required documents (e.g.: referrals, assessments, diagnostic testing, and student assessment). Oversee ISS and Reset Center. Professional Growth and Development
The student support specialist provides leadership in professional growth and development through activities such as the following:
Participate in professional development activities to improve skills related to job assignment. Qualities of Effective Administrators
The student support specialist exhibits qualities such as the following:
Comply with district and campus policies and procedures, as well as state and federal laws and regulations. Comply with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, or standards. Maintain confidentiality. Demonstrate a high level of personal integrity, a collaborative leadership style, and high ethical standards. Keep informed of and comply with state, district, and campus policies affecting schools. Compile, maintain and file all reports, records, and other required documents. Daily attendance and punctuality at work are essential functions of the job. Supervisory Responsibilities:
None Equipment:
Personal computer, printer, calculator, telephone, copier, fax machine. Must have a reliable mode of transportation. Working Conditions:
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Work with frequent interruptions. Work irregular hours and extended work hours to include holidays and weekends. Frequent walking, standing, stooping, bending, pulling and pushing. Occasional: Lifting and carrying 15-44 pounds frequently, 25-40 pounds occasionally, more than 45 pounds infrequently with assistance; Pushing /Pulling 15-44 pounds sporadically. May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others. Occasional district wide and statewide travel. Use a computer for prolonged periods resulting in repetitive hand motions. Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration. Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.