Overall Purpose

The District Behavioral Specialist delivers appropriate intensive behavioral support to the students of the school district. The Behavior Specialist is assigned to a middle school, high school and/or one of the district's centers. These supports will be provided through in-service training with faculty and staff, behavioral observations, teacher observations, functional behavioral analysis (FBA) support, (BSP) Behavior Support Plan development and progress monitor, and teacher/administrator consultations. The Behavior Specialist will establish and monitor a caseload of students who will be supported by the Behavior Specialist. They will also maintain a professional working relationship with other school personnel and community agencies to promote better educational programs and mental health.

 

Direct Supervisor

Director of Behavior Supports and Discipline

 

Essential Functions

• Coordinates the development and implementation of appropriate behavior management techniques/behavior intervention plans for the purpose of providing a safe and effective educational environment for students with challenging behaviors..
• Develops and maintains behavior data and creates graphical data representations and reports for progress monitoring of students.
• Collaborates with teachers, administrators, and parents to provide research-based and/or peer-reviewed interventions.
• Works collaboratively with administrators to identify professional development needs regarding effective interventions, trauma-informed care, BSPs development and monitoring, FBAs processes, data collection processes, MindSet, Spotlight, etc.
• Assists with student crisis intervention and de-escalation strategies.
• Completes all reporting requirements as mandated by the district (i.e. restraint and seclusion, assessments, behavioral data).
• Can serve as a member of the schools PBIS Team.
• Work with MTSS Coordinator.
• Collaborates with school administrators, counselor, behavior interventions, psychologist, social worker and other staff to ensure a cohesive wrap around support plan is developed and implemented for students with challenging behaviors
• Keeps abreast of new developments in the field through research, staff development, and attendance at conferences.

 

Marginal Functions

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

 

Competencies

• Skills-based Competencies

Required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices and procedures; analyzing data; applying physical restraint practices; facilitating meetings; operating standard office equipment and office technology; planning and managing projects; preparing and maintaining accurate records; using curriculum and instructional techniques.

 

• Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; 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: age appropriate activities/behaviors; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; health standards and hazards; job-related codes/laws/rules/regulations/policies; knowledge of community resources; methods of instruction and training; recordkeeping and record retention practices; school safety and security practices; stages of child development; treatment modalities.

 

• Ability-based Competencies

Required to schedule a number of activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize specific, job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with persons of diverse backgrounds; dealing with frequent interruptions; maintaining confidentiality; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working with detailed information/data; working with frequent interruptions.

 

Requirements

Three (3) years’ successful teaching experience

Master’s degree or higher in education, psychology, behavior analysis, or related field

Board Certified Behavior Analyst preferred

 

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

 

Generally, the job requires 20% sitting, 40% walking, and 40% standing. 

 

Continuing Education/Training

Maintains all certifications and licenses

 

Clearances

Criminal Justice Fingerprint

Background Clearance

 

Fair Labor Standards Act

Exempt