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District staff describe role of school behavior specialists, report assessments and classroom supports
Summary
Behavior specialists told the board they provide one-on-one support, conduct functional behavior assessments, run social skills groups and teach executive-functioning lessons for students across the district.
District staff described the work of school-based behavior specialists at the same Littlestown Area School District meeting (date not specified), outlining individual student supports, assessments and classroom consultation.
Presenters identified Elizabeth Fontanella and Katrina Roscoe as behavior specialists. Staff said specialists serve as frontline supports for teachers and students, intervening to deescalate behavior, conduct observations, develop individualized positive behavior support plans and consult with teachers and families.
One specialist said she has conducted 12 functional behavior assessments so far this school year. The specialists described functional behavior assessments (FBAs) as multi-hour observations and consultations that feed individualized positive behavior support plans with strategies, reinforcement, consequences and interventions.
Staff described programming that includes biweekly social-skills groups, one-on-one sessions on a biweekly basis for students with intensive needs, and an executive-functioning curriculum taught to ninth-graders covering time management, emotional regulation, organization and planning. Presenters said one specialist serves about 52 students at her school site and provides in-the-moment assistance to teachers and administration when situations escalate.
Why it matters: School-based behavior specialists handle clinical and classroom-level interventions intended to keep students safe and supported in general education settings and to reduce the need for administrative removal.
No formal actions or policy changes on behavior supports were recorded during the meeting.
