Special Education Behavior Specialist (2026-2027)

SUMMARY: 

The Special Education Behavior Specialist provide support and services designed to assist in the implementation of behavior and social programs for students with behavioral difficulties to include consultation with staff, parents and students, completion of functional behavior assessments, assistance in the development of behavior intervention plans, assistance with designing appropriate individualized behavioral recommendations for students, assistance with the development and implementation of evidence-based behavior programs, modeling specialized strategies, and providing professional development for staff and learning opportunities for parents. 

The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description. 

• Model KISD core organizational beliefs and values; perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement. 

• Provide program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups. 

• Maintain a commitment to the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals. 

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MAJOR RESPONSIBILITIES AND DUTIES 

Fundamental Responsibilities 

• Conduct functional behavior assessments. 

• Facilitate the development and implementation of behavior intervention plans. 

• Assess and implement home/school behavior intervention support models. 

• Provide staff development focusing on students with difficult behaviors and related topics. 

• Provide interventions for students with difficult behavior. 

• Train and coach paraprofessionals assigned to students with difficult behaviors. 

• Support campus administrators with discipline related issues, including the Manifestation Determination Review (MDR) process. 

• Support the implementation of an instructional, therapeutic, and/or skill development program for assigned students and show written evidence of effectiveness. 

• Participate in ARD Committee meetings on a regular basis. 

• Be a positive role model for students. 

Communication 

• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members. 

Professional Growth and Development 

• Participate in bi-annual Nonviolent Crisis Intervention training. 

• Participate in staff development activities to improve job-related skills. 

• Comply with State, District, and school regulations and policies for classroom teachers. 

• Attend and participate in faculty meetings and serve on staff committees as required. 

Other 

• Maintain confidentiality. 

• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers. 

• Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents. 

• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research. 

• Comply with all policies, operating procedures, legal requirements, and verbal and written directives. 

• Comply with the Professional Code of Ethics and Standard Practices for Texas Educators. 

• Follow District safety protocols and emergency procedures. 

• Perform other related duties as assigned. 

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QUALIFICATIONS: 

Education/Certification: 

• Valid Texas teaching certificate Special Ed and General Ed with required Special Education endorsements for assignments 

• Master’s degree in a related field from an accredited university preferred 

• Valid Texas Behavior Analyst License preferred 

Experience: 

• Three (3) years of experience working with school-aged children with moderate to severe disabilities, autism and related disorders, or other developmental delays 

• Experience and training in performance of functional behavior assessments and functional analysis assessments, development of behavior plans, training, and use of emergency behavioral interventions  

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SPECIAL KNOWLEDGE/SKILLS/ABILITIES: 

• Demonstrate ability to intervene in a crisis situation and physically restrain students as necessary 

• Demonstrate expertise in teaching the Texas Essential Knowledge and Skills (TEKS) 

• Exhibit effective interpersonal skills and willingness to work collaboratively with classroom teachers and parents 

• Demonstrate effective coaching, problem solving and conferencing skills 

• Express a commitment to professional growth and learning 

• Demonstrate understanding of federal and state special education laws 

• Demonstrate knowledge of autism spectrum disorder and research-based behavior support models 

• Demonstrate knowledge of emotional disturbance and research-based behavior support models 

• Expertise in the development and implementation of behavior intervention plans, strategies, and tools 

• Expertise in the development and implementation of visual strategies for student support 

• Thorough understanding of the components of a positive behavior support system 

• Excellent organization and communication skills 

• Knowledge and understanding of in-home and parent training requirements, needs assessments, and implementation of services 

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SUPERVISORY RESPONSIBILITIES: 

• None 

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MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS: 

Tools/Equipment Used:  

• Personal computer, phone systems, video/instructional equipment, and peripherals  

Posture: 

• Prolonged siting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting 

Motion: 

• Frequent walking; repetitive computer work with frequent use of hands and wrists  

• Perform Nonviolent Crisis Interventions including de-escalation techniques, as well as restrictive and nonrestrictive physical interventions. 

Lifting: 

• May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment 

• May lift and move textbooks and classroom equipment  

Environment:  

• Exposure to biological hazards 

• Work to be completed on-site from assigned school or building; regular exposure to noise and computer monitors 

• No remote work 

Mental Demands:  

• Work with frequent interruptions; maintain emotional control under stress work; prolonged or irregular hours 

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INTENT AND ACKNOWLEDGEMENT: 

This description is intended to indicate the kinds of tasks and levels of work difficulty required of positions given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be.  It is not intended to limit, or any way modify the right of any supervisor to assign, direct and control the work of employees under supervision.  The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.