JOB GOALS

Provide direct support to individual students and small groups to address emotional, social, and behavioral needs.
Collaborate with school teams to provide input for Functional Behavior Assessments (FBAs) and determine the function of student behavior.
Develop, implement, and monitor Behavior Support Plans (BSPs).
Support school teams in developing safety plans and participate in crisis prevention and response efforts.
Learn, implement, and train staff in evidence-based behavioral intervention strategies, including Skills-Based Treatment (SBT), Collaborative Problem Solving (CPS), and Restorative Practices.
Collaborate with educators to support Multi-Tiered Systems of Support (MTSS), including universal, targeted, and intensive behavioral interventions.
Provide behavioral consultation and coaching to classroom staff, emphasizing proactive, trauma-informed practices with the belief in all students.
Conduct systematic observation, data collection, and documentation related to students’ emotional, social, and behavioral needs.
Design and deliver professional development and training related to behavioral interventions and strategies.

ESSENTIAL REQUIREMENTS

Hold appropriate TSPC licensure in Special Education, Speech/Language Pathology, School Psychology, or a related field.
Demonstrated training or experience with behavioral interventions, behavior management strategies, and/or restorative practices.
Knowledge and experience working with children with disabilities who have behavioral needs.
Understanding of child growth and development across PreK–Grade 12.
Knowledge of functional behavior assessments and behavior intervention planning.
Demonstrated competence in using computers and technology systems for communication, data collection, reporting, and student support.
Ability to obtain and maintain Safety Care Certification.
Maintain satisfactory attendance in accordance with District policy and regulations.
Possess a valid driver’s license and required insurance.

PERFORMANCE RESPONSIBILITIES

Student Support and Program Implementation

Write and implement behavior support plans aligned with IEPs and specially designed instruction based on individual student needs.
Use formal and informal assessments to inform behavior support planning.
Create and maintain data systems to analyze student performance, monitor progress toward emotional, behavioral, and social goals, and guide instructional adjustments.
Ensure students receive instruction in the least restrictive environment.
Take reasonable precautions to maintain a safe and secure learning environment.

Consultation, Collaboration, and Training

Collaborate with educators, instructional assistants, administrators, parents, and community partners to support student success.
Consult, coach, and train classroom staff and instructional assistants regarding behavioral goals, strategies, and interventions.
Assist teachers with instructional planning as it relates to behavior, adaptations, and accommodations/modifications for students with disabilities.
Communicate student behavior progress to parents and guardians in accordance with district guidelines.
Participate in staff meetings, team meetings, IEP meetings, parent conferences, and professional development activities.

Compliance and Professional Responsibilities

Ensure compliance with district, state, and federal regulations related to general and special education services.
Maintain accurate professional files and records in accordance with district procedures.
Maintain professional confidentiality regarding students, student records and information.
Maintain professional competence through district-provided and self-selected professional development activities.
Adhere to Teacher Standards and Practices requirements for ethical conduct, as well as Board policy and state law.
Perform other duties as assigned.

ADDITIONAL CERTIFICATES, LICENSES, REGISTRATIONS, BONDING, AND/OR TESTING REQUIRED:

*TSPC Licensure

*Pre-employment drug screen

*Endorsement of specialized instruction

*Criminal Justice Fingerprint Clearance

PHYSICAL DEMANDS:

Significant physical abilities include lifting/carrying, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision. (See addendum for details)

TERMS OF EMPLOYMENT:

Temporary position for the 2025-26 school year. Salary to be according to the current salary schedule agreed upon in the Certified Collective Bargaining Agreement.

EVALUATION:

The performance of this job will be evaluated in accordance with provisions of the Certified Agreement, Board Policy and State Law.