Specialist, Behavioral and Threat Management

Deadline to apply is 11:59 PM on

(Support staff salary will be based on internal equity and experience)

Position General Summary:

The Behavioral and Threat Management Specialist will be the primary point of contact for faculty, staff, and students to express concerns regarding students who exhibit distress or behaviors that indicate a level risk or threat. The Behavioral and Threat Management Specialist is responsible for collecting and assessing critical information, identifying and supporting student behavioral and emotional needs, and providing crisis intervention and de-escalation strategies. They will work in coordination with various stakeholders including mental health counselors, law enforcement officers, and community resources, as appropriate. The Behavioral and Threat Management Specialist collaborates with school staff and families to determine appropriate student supports, interventions, coaching, evaluations, and case management in accordance with legislative requirements and is responsible for addressing the behavioral and safety needs of students at FLVS.

Essential Position Functions:

• Coordinate threat management services by managing referrals to Student Services, which possess risk factors for potential violence, providing individual attention to assessment, management, and monitoring.

• Develop and implement student support management plans, behavior interventions plans, and/or crisis support plans for identified students.

• Lead Student Support Team meetings to review students in need of additional support and oversight.

• Track and monitor case management services for identified students and ensure compliance in coordination with state statutes.

• Track and manage the students who have participated in the threat management process and require additional follow up including intervention and coordination of services in the student's home, school, and community to ensure a safe and secure learning environment for students and staff.

• Provide consultation, in-service training, and professional development to school/district staff

• Collaborate with school personnel, agencies, and families in coordinating individualized ESE services for students as needed.

• Collaborate with necessary stakeholders to provide data to assist with the determination of levels of threat.

• Complete all reporting requirements as mandated by the district, state, federal, and educational agencies.

• Collect and summarize behavioral/discipline/threat management data, including prior discipline records and student history from families and previous schools/districts.

• Collaborate with sending and receiving school districts in order to share and communicate necessary information in order to ensure the safety and well-being of all students.

• Develop and maintain a system for documentation of implementation and monitoring of support plans, interventions, and services.

• Build effective relationships with parents and students through regular communication and availability to families and schools.

• Review discipline/threat management records during enrollment periods to ensure students meet the required standards for enrollment.

• Work in coordination with student services team members to provide crisis intervention services as needed.

• Serve as the primary contact between parents and Florida Virtual School regarding behavior and threat management.

• Establish, in collaboration with the Student Safety and Discipline Manager, a discipline process that is described in narrative format or depicted in graphic format for the purpose of supporting student success in the classroom.

• Establish, in collaboration with the Student Safety and Discipline Manager, clear, written procedures that identify the process for handling both major and minor discipline incidents.

• Identify resources, models, and best practices for the purpose of improving student discipline and school climate.

• Investigate, research, and coordinate a discipline response for violations against the Student Code of Conduct.

• Assist in developing procedures and training materials for staff involved with students with challenging behaviors for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.

• Participate in multidisciplinary meetings to determine the mental health and behavioral needs of all students.

• Meet professional obligations through efficient work habits such as, meeting deadlines, honoring schedules, coordinating resources and meetings in an effective and timely manner, and demonstrating respect for others.

• All work responsibilities are subject to having performance goals and/or targets established

(These essential functions are not to be construed as a complete statement of all duties performed. Employees will be required to perform other job related duties as required.)

Minimum Requirements:

Education/Licensure/Certification:

• Bachelor's Degree or higher in Behavior Health Sciences, Mental Health Counseling, School Counselor, Social Work, Psychology or a related field.

Experience:

• Five (5) years of experience working with children in education or a related field

• Five (5) years of experience working with adolescents with mental health and/or social emotional or behavioral concerns

• Threat Management/Assessment and/or discipline experience in a school setting preferred.

Knowledge, Skills, and Abilities (KSA's):

• Knowledge of threat assessment, crisis response, and de-escalation strategies

• Knowledge of student code of conduct

• Knowledge of SESIR

• Detail orientated and organized

• Ability to work on-call, including evenings and weekends as needed

• Ability to travel frequently among district facilities

• Must be self-directed and possess the ability to work independently

• Ability to maintain confidentiality in all aspects of the job

• Ability to manage multiple priorities

• Ability to diffuse and manage volatile and stressful situations

• Knowledge and understanding of all state and federal education guidelines

• Competence in the techniques to analyze and assess/evaluate the mental health needs of individual students

• Competence in the techniques to analyze and assess/evaluate levels of threat and risk

• Knowledge of behavioral management techniques

• Ability to effectively engage in the problem-solving process.

• Ability to collect, summarize, and graph behavioral, discipline and threat management data

• Understanding and experience of disabilities such as emotional behavioral disorders, autism spectrum disorder and developmental delays.

• Knowledge of community mental health resources/services

• Strong verbal and written communication skills, including presentation and publications

• Strong interpersonal skills and the ability to work effectively, function independently, and interact professionally with a diverse, multicultural, and interdisciplinary staff of all levels

• Proficiency in organization and coordination skills

• Ability to work as part of a team and develop and maintain collaborative relationships with students, parents, and staff

• Ability to employ innovative problem-solving techniques to accomplish objectives

• Skills with all required and recommended FLVS computer applications

CORE COMPETENCIES FOR SUCCESS:

COMMUNICATION SKILLS

Clearly and effectively conveys and/or presents information verbally; summarizes what was heard to mitigate miscommunication; Shares ideas and perspectives and encourages others to do the same; Informs others involved in a project of new developments; Disseminates information to other employees, as appropriate; Effectively uses multiple channels to communicate important messages; Keeps supervisor well informed about progress and/or problems in a timely manner; Writes in a clear, concise, organized and convincing way for a variety of target audiences; The written message is consistently error-free; The written message has the desired effect on the target audience

CUSTOMER FOCUS

Prioritizes customers (internal and external) and their needs as primary and is dedicated to meeting their expectations; Develops and maintains customer relationships; builds credibility and trust; Quickly and effectively solves customer problems; Provides prompt, attentive service in a cheerful manner; adapts to changing information, conditions or challenges with a positive attitude; Incorporates customer feedback into delivery of service to provide the best experience possible for the customer; Actively promotes our organization in the community by serving as an ambassador or volunteer

INTERPERSONAL SKILLS

Relates well with others; Treats others with respect; Shares views in a tactful way; Demonstrates diplomacy by approaching others about sensitive issues in non-threatening ways; Considers and responds appropriately to the needs, feelings and capabilities of others; Fosters an environment conducive to open, transparent communication among all levels and positions; Takes the initiative to get to know internal and external customers

FUNCTIONAL /TECHNICAL EXPERTISE

Has the skills, abilities, knowledge and experience to be successful in functional area of expertise; Dedicates time and energy to keeping abreast of the latest information related to area of expertise and technology; Picks up on technology quickly; Does well in technical courses and seminars; Produces high quality work in organized and timely fashion

INDIVIDUAL CONTRIBUTOR COMPETENCIES FOR SUCCESS:

PEER RELATIONSHIPS

Finds common ground and solves problems for the good of all; Can represent his/her own interests and yet be fair to other groups; Solves problems with peers with minimal "noise"; Is seen as a team player and is cooperative; Easily gains trust and support peers; Encourages collaboration; Is candid with peers

CREATIVITY

Comes up with a lot of new and unique ideas; Easily makes connections among previously unrelated notions; Tends to be seen as original and value-added in brainstorming sessions; Takes calculated risks; Is not afraid to try new things and potentially "fail fast"

SELF KNOWLEDGE

Seeks feedback; Gains insight from mistakes; Is open to constructive criticism; isn't defensive; Proactively seeks to understand his/her strengths and areas for growth; applies information to best serve organization; Recognizes how his/her behavior impacts others and incorporates insight into future interactions

PLANNING

Accurately scopes out length and difficulty of tasks and projects; Sets objectives and goals; Breaks down work into the process steps; Develops schedules and task/people assignments; Anticipates and adjusts for problems and roadblocks; Measures performance against goals; Evaluates results

ORGANIZING

Uses his/her time effectively and efficiently; Concentrates his/her efforts on the more important priorities; Can attend to a broader range of activities as a result of organizing time efficiently; Can marshal resources (people, funding, material, support) to get things done; Can orchestrate multiple activities at once to accomplish a goal; Arranges information and files in a useful manner

PROBLEM SOLVING

Uses rigorous logic and methods to solve difficult problems with effective solutions; Probes all fruitful sources for answers; Can see hidden problems; Is excellent at honest analysis; Looks beyond the obvious and doesn't stop at the first answers

DRIVE FOR RESULTS

Can be counted on to exceed goals successfully; Very bottom-line oriented; Steadfastly pushes self and others for results; Is full of energy for the things he/she sees as challenging; Not fearful of acting with a minimum of planning; Consistently seizes opportunities; Consistently exceeds goals

Physical Requirements and Environmental Conditions:

• Frequency of travel: Occasional travel is required for meetings, trainings, and conferences; location may vary and may require overnight stays

• Light physical activities and efforts required working in an office environment

(Reasonable accommodations will be made in accordance with existing ADA requirements for otherwise qualified individuals with a disability.)