About this role
#100072 ROCKINGHAM COUNTY SCHOOLS Position Title: Behavioral Liaison Department: Exceptional Children/Student Support Services Reports To: Director of Exceptional Children or Designee Terms of Employment: 6-Month Position; Full-Time; State Salary Schedule with applicable local supplement and benefits. Education Requirements: Bachelor's Degree: Standard for Special Education / Exceptional Children teachers or initial Social Work tracks. Master's Degree or Higher: Standard/required for roles in School Counseling, School Psychology, and Licensed Clinical Social Work (LCSW) Salary: Based on educational background and years of experience POSITION SUMMARY The Behavioral Liaison provides leadership, consultation, coaching, and direct support to schools in developing and implementing proactive behavioral interventions and supports for students experiencing behavioral, emotional, and social challenges. The Behavioral Liaison collaborates with school administrators, teachers, specialized instructional support personnel, families, and community agencies to improve student outcomes through evidence-based behavioral practices aligned with the district's Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) framework. The liaison will work directly with the Exceptional Children's Department in a variety of settings and purposes which includes the communication and direct facilitation of the Youth Haven Day Treatment Program at the SCORE Center. MAJOR FUNCTIONS
• Provide behavioral consultation and intervention support to assigned schools.
• Assist schools in developing and implementing effective behavior intervention plans.
• Support administrators and school teams with crisis prevention and de-escalation strategies.
• Promote positive school climates through evidence-based behavioral practices.
• Coordinate services among school personnel, families, and community agencies.
• Provide professional development and coaching to school staff.
• Monitor behavioral data to evaluate interventions and improve student outcomes.
Work with the Therapeutic Learning Classrooms -PRC 29 Students DUTIES AND RESPONSIBILITIES
• Collaborate with principals, MTSS teams, PBIS teams, IEP teams, Section 504 teams, counselors, psychologists, social workers, and teachers to address student behavioral needs.
• Conduct classroom observations and functional behavior assessments (FBAs) as appropriate.
• Assist with the development, implementation, and monitoring of Behavior Intervention Plans (BIPs).
• Provide coaching to teachers and support staff regarding classroom management and positive behavior supports.
• Model evidence-based behavioral interventions within classroom settings.
• Assist schools in implementing district behavior initiatives and PBIS expectations with fidelity.
• Participate in student support meetings and problem-solving teams.
• Provide support during student behavioral crises using district-approved crisis response procedures.
• Analyze behavioral data to identify trends, evaluate interventions, and make recommendations for improvement.
• Assist in developing individualized behavioral supports for students receiving special education and general education services.
• Coordinate with outside agencies and community partners when appropriate to support students and families.
• Provide parent consultation regarding behavioral supports and strategies for home-school collaboration.
• Plan and facilitate professional learning for administrators, teachers, instructional assistants, and support personnel.
• Maintain accurate records, documentation, and reports in accordance with district, state, and federal guidelines.
• Maintain confidentiality of student information in compliance with FERPA and applicable laws.
• Perform other duties as assigned by the Director of Exceptional Children or designee.
KNOWLEDGE, SKILLS, AND ABILITIES
• Thorough knowledge of positive behavior interventions and supports (PBIS), MTSS, restorative practices, trauma-informed practices, and evidence-based behavioral interventions.
• Knowledge of IDEA, Section 504, FERPA, and North Carolina Exceptional Children policies and procedures.
• Ability to conduct Functional Behavioral Assessments and develop effective Behavior Intervention Plans.
• Strong consultation, collaboration, communication, and interpersonal skills.
• Ability to analyze behavioral data and develop action plans.
• Ability to provide effective professional development and instructional coaching.
• Ability to establish positive working relationships with students, staff, families, and community agencies.
• Strong organizational, time management, and problem-solving skills.
• Ability to work independently while functioning effectively as a collaborative team member.
MINIMUM QUALIFICATIONS
• North Carolina teaching license in Exceptional Children, School Psychology, School Counseling, Social Work, or another related educational field.
• Minimum of three years of successful experience working with students exhibiting behavioral and emotional challenges.
• Demonstrated experience implementing behavioral interventions in educational settings.
• Experience with PBIS, MTSS, and behavioral consultation preferred.
• CPI, Safety-Care, or comparable crisis prevention certification preferred or willingness to obtain.
PHYSICAL REQUIREMENTS Work requires frequent walking between classrooms and school campuses, standing, sitting, lifting instructional materials up to 25 pounds, and occasional participation in approved crisis intervention procedures. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. DISCLAIMER The above statements describe the general nature and level of work performed by an employee assigned to this position. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required. Management reserves the right to revise or assign additional duties as needed.