Behavior Specialist - SPED (26-27 SY)

Primary Purpose:

To provide support to families, staff and students in the management of behaviors; to align behavior processes and frameworks in the district and oversee aspects of special education programs as they relate to behavior. 

Education/Certification: 

Special Education Certification

Masters degree preferred 

Special Knowledge/Skills: 

Social Emotional Learning competencies

Trauma Informed Care

Response to Intervention

Multi-Tiered Systems of Support

Texas Behavior Support Initiative 

Applied Behavior Analysis

Crisis Intervention

Federal and SBOE rules for education of students with disabilities

Emotional and developmental disorders of childhood

Good verbal and written communication skills

Ability to work with other professionals in leadership as well as collaborative roles

Experience: 

Minimum of three years classroom teaching experience

Major responsibilities and duties: 

1. Collaborate with district staff on safety protocols, crisis intervention, alignment of behavior procedures, and utilization of common language and practices. 
2. Oversee the training and processes of Functional Behavior Assessments and Behavior Intervention Plans.
3. Conduct Functional Behavior Assessments and develop Behavior Intervention Plans as needed.
4. Promote and plan inclusion opportunities for students within special education programs. 
5. Oversee and train on entrance and exit criteria for behavior inclusion services.
6. Participate in family and community engagement events to promote understanding of disabilities, inclusive practices, and collaboration amongst stakeholders. 
7. Assist families, students and school staff in accessing community resource services. 
8. Serve as a participating team member in the following areas: student centered plans, wraparound teams, multi-disciplinary assessment teams, and Admission Review Dismissal committees. 
9. Provide guidance and training to campuses on special education behavior processes, research based interventions, RtI, data collection and legal issues as they relate to crisis intervention and TBSI frameworks. 
10. Facilitate understanding of the direct link between academic instruction, behavior and communication; assist in campus improvement plans that target these areas to close achievement gaps and increase mastery of IEP goals for students within special education. 
11. Conduct frequent walk-throughs, observations and coaching sessions for special education staff in the areas of behavior and social emotional learning practices. 
12. Collaborate with special education staff to develop programming for students with special needs. 
13. Represent the special education department at events related to mental health, trauma care, SEL, crisis intervention and school safety. 
14. Present professional development and training as needed to all members of the school community, including leadership, instructional staff, support staff, and instructional associates. 
15. Oversee social skills curriculum, data collection processes, and documentation on campus level for special education programs as they relate to behavior needs, and ensure quality indicators are evident. 
16. Perform other duties and responsibilities as assigned by the supervisor. 

Working Conditions: 

Mental Demands: 

Ability to communicate effectively (verbal and written), utilize effective leadership and collaborative skills, maintain control and calm demeanor under stress, interpret policy, laws, procedures and data. 

Physical Demands/Environmental Factors: 

Ability to utilize district approved crisis intervention procedures, in-district and out-of-district travel, occasional prolonged and irregular hours, biological exposure to bacteria and communicable diseases.