Behavior Specialist

JOB SUMMARY:

The Behavior Specialist supports students experiencing disabilities with behavioral and social-emotional needs to access and succeed in school. This role leads the development and implementation of behavior supports, including FBAs, BIPs, and crisis plans, and provides individual and group social-emotional skill-building using research-based methodologies and approved district curricula. The specialist collaborates with team members to develop, monitor, and adjust student goals using data, and to identify appropriate services and supports. This role builds staff capacity through training and coaching, provides case management for assigned students, and partners with families, school staff, and school and district specialists and administrators to promote continuous program improvement and create safe, inclusive, and effective learning environments.

This position reports to the building Principal and preference for bilingual candidates fluent in English and Spanish. Please note that the salary listed below reflects the 2025/2026 licensed salary schedule and may be subject to change pending contract negotiations.

ESSENTIAL FUNCTIONS:

• Demonstrates and supports a culture of diversity, equity, and inclusion
• Utilizes a trauma-informed approach to support students experiencing emotional and behavioral disabilities
• Facilitates and leads the development and implementation of FBAs, BIPs, and crisis plans
• Provides individual and group social-emotional skill-building using research-based methodologies and district-approved curricula
• Provides direct behavior intervention and support to students using culturally and linguistically responsive and evidence-based practices
• Collaborates with team members to develop, monitor, and adjust student goals using behavioral and academic data
• Assists in identifying appropriate services, supports, and placements based on student needs
• Case manages assigned students, including goal development, coordination of services, progress monitoring, and communication with team members and families
• Supports implementation of Multi-Tiered Systems of Support (MTSS), including Tier 1, Tier 2, and Tier 3 behavioral supports
• Provides coaching, modeling, and consultation to staff on classroom management, behavior strategies, and de-escalation techniques
• Collaborates with staff to support consistent implementation of behavior supports across settings
• Collects, analyzes, and summarizes behavioral data to inform decision-making and program improvement
• Assists with crisis prevention, intervention, and post-incident follow-up
• Collaborates with school staff, district specialists, administrators, community agencies, and families to improve student outcomes
• Works with school and district specialists and administrators to support continuous program improvement
• Collaborates with program teachers, instructional assistants, and general education teachers to support implementation of behavior plans and student programming
• Participates in and/or facilitates meetings (e.g., IEPs, team meetings, Step-Up Plans, Wraparound services) to share and gather information to support student needs

Other Functions and Responsibilities

• Performs other related duties as assigned to support the efficient and effective functioning of the program

To perform this job successfully, an individual must be able to perform the above essential duties satisfactorily. In addition, the requirements listed below are representative , but not limited to, the knowledge, skill and/or ability required.

JOB REQUIREMENTS:

Minimum Qualifications

• Minimum of three years of experience working with students with behavioral or social-emotional needs in school, treatment, or therapeutic settings
• Experience providing direct services to students and collaborating with staff and families

PREFERRED:

• Bilingual (Spanish/English)
• Experience in a school or district behavior program, or in treatment or therapeutic settings (e.g., day treatment, residential, or clinical programs), is considered an asset
• Special Education Licensure

KNOWLEDGE OF:

• Trauma-informed practices and the impact of trauma on learning, behavior, and relationships
• Crisis cycle, de-escalation strategies, and crisis prevention/intervention practices
• Behavioral theories and evidence-based practices, including FBAs, BIPs, and MTSS
• Social-emotional learning and school-based mental and behavioral health supports
• Special education processes, including IEP development and implementation
• Culturally responsive and equity-centered practices, including working with multilingual learners
• Restorative practices that support relationship-building, accountability, and positive student outcomes
• Data collection, progress monitoring, and data-based decision-making
• Effective coaching, staff development, and adult learning practices
• Community resources and systems of care
• Applicable laws, regulations, and ethical practices

ABILITY TO:

• Remain calm, regulated, and responsive in high-stress or crisis situations
• Utilize de-escalation strategies and brief, skill-based counseling techniques
• Collaborate effectively with staff, families, and community partners from diverse backgrounds
• Coach and support staff in implementing behavior strategies and interventions
• Facilitate team-based problem solving and develop effective student-centered plans
• Analyze situations and implement appropriate courses of action
• Collect, analyze, and communicate behavioral and academic data
• Develop, implement, and monitor behavior supports
• Coordinate services across systems to meet student needs
• Communicate effectively in oral and written formats
• Organize and manage multiple responsibilities within timelines
• Maintain confidentiality and professional judgment

WORKING ENVIRONMENT:

• The usual and customary methods of performing the job's functions require the following physical demands: some carrying, pushing and/or pulling, climbing and balancing, and crawling; significant stooping, kneeling, crouching, and fine finger dexterity.
• May include responding to students in crisis situations
• Generally the job requires 20% sitting, 20% walking, and 60% standing.
• The job is performed under minimal temperature variations and some hazardous conditions.

EXPERIENCE:

Job related experience.

• Experience with creating and implementing behavior support plans, behavior management systems, social emotional learning, student motivation, and de-escalation and crisis prevention training is desired.
• Bilingual Spanish/English preferred

EDUCATION:

• Bachelor’s Degree or higher in Education, Counseling, Social Work, Psychology, Sociology or a related field or hold a Collegiate Professional Certificate or Postgraduate Professional Certificate, Master’s Degree from an accredited institution in a related field preferred

CERTIFICATES & LICENSES:

• Must hold or be eligible to obtain a teaching or specialist license through the Oregon TSPC (may include teachers, mental health professionals counselors, social worker)
• CPR/First Aid Certificate (or ability to get one)
• Ability to complete specified de-escalation, crisis prevention, and physical intervention program (Mandt)

NOTE: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, e?orts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any speci?c terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.