Behavior Specialist Teacher / District Behavior Support Specialist

Behavior Specialist Teacher / District Behavior Support Specialist

(Specialized Behavior Support Classroom & Districtwide Consultation Role)

Reports To

Director of Special Education / Campus Principal

Calendar – 176

Primary Purpose

Provide specialized instruction and behavioral support services for students with significant emotional, behavioral, and social regulation needs in a highly structured behavior support classroom setting. The Behavior Specialist Teacher develops and implements individualized behavioral and academic programming that enables students to access curriculum, build emotional regulation skills, and increase success in the least restrictive environment.

In addition to classroom teaching responsibilities, the Behavior Specialist Teacher serves as a districtwide behavioral support resource by assisting campuses with behavior intervention strategies, staff coaching, consultation, crisis response, professional development, and implementation of positive behavioral supports across settings.

This role combines direct instructional responsibilities with districtwide leadership and consultation in behavior intervention and support services.

Program Description

Structured Support Program (SSP)

Structured Support Program provides specially designed instruction in the areas of emotional regulation, behavior, social skills, and peer relationships while continuing to provide access to grade-level or modified curriculum.

Students served in this setting demonstrate behavioral and emotional regulation deficits that significantly impact their academic, social, and emotional success within the school environment.

Instruction is delivered in a highly structured classroom environment with a low staff-to-student ratio designed to provide:

• Explicit instruction in emotional awareness and self-regulation
• Social skills instruction and peer relationship development
• Positive behavior interventions and supports
• Individualized behavior intervention plans (BIPs)
• Sensory supports and coping strategies
• Opportunities to generalize learned skills across campus environments

Behavioral and academic interventions are individualized based on student needs and may include counseling support, psychological services, social skills instruction, and function-based behavior intervention strategies to support student growth toward increased independence and successful participation in general education settings to the maximum extent appropriate.

Qualifications

Education/Certification

• Bachelor’s degree required
• Valid Texas Teaching Certificate in Special Education
• ESL Certification preferred
• Nonviolent Crisis Intervention certification preferred or willingness to obtain
• Board Certified Behavior Analyst (BCBA) certification preferred but not required

Special Knowledge/Skills

• Knowledge of special education law, services, and instructional practices
• Knowledge of behavior intervention strategies and positive behavior supports
• Knowledge of emotional regulation and trauma-informed practices
• Ability to implement and monitor Behavior Intervention Plans (BIPs)
• Ability to conduct functional behavior observations and interpret behavioral data
• Strong classroom management skills in highly structured settings
• Knowledge of TEKS and specially designed instruction
• Ability to individualize instruction for students with behavioral and emotional disabilities
• Experience implementing social skills and emotional regulation instruction
• Strong communication, collaboration, and consultation skills
• Ability to provide professional development and staff coaching
• Ability to de-escalate crisis situations and maintain emotional control under stress
• Ability to work collaboratively with multidisciplinary teams

Experience

• Minimum of three years of special education teaching experience preferred
• Experience working with students exhibiting significant behavioral and emotional needs preferred
• Experience developing and implementing behavior intervention plans preferred
• Experience training or coaching staff preferred

Major Responsibilities and Duties

Instructional Responsibilities

• Provide direct instruction to students in the Specialized Behavior Support classroom setting.
• Develop and implement lesson plans aligned to student IEP goals and district curriculum.
• Deliver specially designed instruction focused on academics, emotional regulation, coping skills, social skills, and behavioral development.
• Create a highly structured, safe, and supportive classroom environment conducive to learning.
• Differentiate instruction and behavioral supports based on individual student needs.
• Utilize evidence-based instructional and behavioral strategies to support student success.
• Integrate sensory supports, visual schedules, behavior systems, and self-regulation strategies into daily instruction.
• Support students in generalizing behavioral and social skills across school settings.
• Collaborate with related service providers and campus staff to support student achievement and behavioral growth.

Behavior Support Responsibilities

• Develop, implement, and monitor individualized Behavior Intervention Plans (BIPs).
• Collect and analyze behavioral and academic data to monitor student progress and adjust interventions.
• Conduct behavioral observations and assist with Functional Behavior Assessments (FBAs) as needed.
• Implement proactive de-escalation and crisis intervention strategies.
• Provide positive behavioral interventions and supports aligned with student needs.
• Assist campuses in identifying behavior functions and developing effective intervention strategies.
• Support students during transitions and reintegration into less restrictive settings when appropriate.
• Participate in ARD/IEP/Manifestation Determination meetings as needed.

Districtwide Consultation & Support

• Serve as a district behavior support resource for campuses across the district.
• Provide consultation and coaching to administrators, teachers, paraprofessionals, and support staff regarding student behaviors and intervention strategies.
• Model effective instructional and behavioral practices in classroom settings.
• Assist campuses with implementation of positive behavior supports and classroom management systems.
• Provide professional learning and training related to behavior intervention, emotional regulation, de-escalation, and behavior management.
• Support campus teams in developing appropriate behavioral accommodations and supports for students.
• Collaborate with district and campus staff to improve behavioral programming and student outcomes.
• Assist with crisis response and behavior support planning across campuses as needed.

Student Growth and Development

• Conduct ongoing assessment of student academic and behavioral progress.
• Help students develop self-advocacy, independence, coping skills, and emotional regulation.
• Promote student leadership, responsibility, and positive peer interactions.
• Foster growth mindset and resilience in students.

Communication

• Maintain positive and professional relationships with students, parents, staff, and community members.
• Communicate effectively with parents regarding student progress and behavioral supports.
• Collaborate regularly with campus administrators, special education staff, counselors, and related service providers.
• Maintain confidentiality of student and staff information.
• Use effective verbal and written communication skills.

Administrative Responsibilities

• Maintain accurate documentation, behavioral records, progress monitoring data, and required special education paperwork.
• Comply with federal, state, district, and special education policies and procedures.
• Attend required meetings, trainings, and professional development activities.
• Participate in campus and district committees as assigned.

Working Conditions

Mental Demands/Physical Demands/Environmental Factors

• Maintain emotional control under stress.
• Frequent standing, walking, stooping, bending, kneeling, and lifting.
• Ability to physically implement approved crisis intervention and student restraint procedures as a last resort for safety.
• Possible exposure to aggressive student behaviors and biological hazards.
• Districtwide travel required.

Special Education General Employee Expectation

The Special Education Department maintains an expectation that all staff will assume shared responsibility for the health, safety, and confidentiality of all students and adults; which may include implementing, supporting, and documenting behavioral intervention strategies and/or providing school health, related, and personal care services.