Behavior Intervention & Student Support Specialist

Primary Purpose:
Provide districtwide support, coaching, and training to staff, students, and families regarding
behavioral, social-emotional, and classroom management needs. Assist campuses in developing
proactive behavioral supports and interventions for students experiencing behavioral challenges,
including students receiving special education services.
Qualifications:

Education/Certification:
Bachelor's degree from accredited university
Preferred - Valid Texas teaching certificate with required special education endorsements for assignments
Preferred - Certified as a school counselor in the state of Texas, or a Licensed Professional Counselor (LPC), or
licensed and a Bachelor's degree in social work, psychology, sociology or other related area 

Special Knowledge/Skills:
Knowledge of special needs of students in assigned area
Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education
Plan (IEP) goal setting and implementation
Knowledge of behavior and social skill intervention techniques and methodology
Ability to work with students with pervasive developmental disabilities
Ability to develop and deliver training to adult learners
Strong organizational, communication, and interpersonal skills

Experience:
Preferred - Three (3) years of experience as a special education teacher, in related social work, or in work related
to the certified field
Experience working with students including implementing behavior management strategies.

Salary:
Commensurate with verified years or relevant experience.

Major Responsibilities and Duties:
Instructional and Program Management
1. Collaborate with administrators and teachers to design and develop research based behavioral
intervention, research based behavioral plans (BIP), provide support to instructional staff in
implementing behavior interventions and BIPs, and classroom management strategies.
2. Monitor the effectiveness of behavior intervention plans and recommend changes as needed.

3. Assist campuses in collecting, analyzing, and interpreting behavioral data to develop appropriate
interventions for students. Support the development of Functional Behavioral Assessments (FBAs) and
Behavior Intervention Plans (BIPs) when required. Work with school staff and parents in teaching
socially acceptable behaviors to students based on individual needs.
4. Participate in MTSS, RTI, Section 504, ARD, threat assessment, and other student support meetings as
appropriate.
5. Assist campuses in implementing Multi-Tiered Systems of Support (MTSS) for behavioral and social-
emotional needs, including Tier I, Tier II, and Tier III interventions.
6. Manage student behavior and administer discipline including intervening in crisis situations and
physically restraining students as necessary according to IEP.
7. Assist teachers with lesson planning, lesson modeling, classroom management, and behavior
management.
8. Develop and maintain effective behavioral management and intervention techniques with individual
and/or groups of students and provide assistance in meeting educations, occupational, and personal
needs.
9. Provide individual and small group activities designed to improve interpersonal relationships and
social skills for students attending an Alternative Education Program (AEP).
10. Model effective classroom management, de-escalation techniques, restorative practices, and positive
behavior supports for teachers and administrators.
11. Participate in the Response to Intervention (RtI) process and Early Intervention Team (EIT) meetings to
address academic and behavioral issues with identified students.
12. Conference with parents, administrators, and teachers concerning school and student issues.
13. Conduct home visits as needed.
Training and Staff Development
14. Identify staff development needs, develop and present training, and coach campus personnel to
continually develop and enhance behavioral assessment and intervention skills.
15. Provide behavior management training for parents as needed.
Professional Growth and Development
16. Pursue continuous improvement and growth in knowledge of behavior intervention strategies,
methodologies, and analysis.
Other
17. Consult with district and outside resources regarding education, social, medical, and personal needs of
students.
18. May serve on campus behavioral threat assessment and safe and supportive schools team.

19. Follow district safety protocols and emergency procedures.
20. Take all necessary and reasonable precautions to protect students, equipment, materials, and
facilities.
21. Compile, maintain, and file all physical and computerized reports, records, statistical data, and other
documents required.
22. Keep informed of and comply with federal, state, district, and school regulations and policies related to
student services, behavior supports, special education, and student discipline.
23. Perform other duties as assigned by the campus principal, assistant superintendent, and the
Superintendent of Schools.

Supervisory Responsibilities:
None
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45
pounds or more) and positioning of students with physical disabilities, control behavior through physical
restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment
Environment: Work inside; may work outside; regular exposure to noise; exposure to biological hazards
Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours