Individual Behavior Support - Student Support Team

Company Description Temple Grandin School serves neurodivergent students in grades 6–12 in an individualized, strength-based program. The school offers a challenging curriculum, real-world resources and mentors, and integrated social skills support to help students build confidence and resilience. Its approach emphasizes understanding, perseverance, community, caring, collaboration, and adaptability. Temple Grandin School prepares students to fulfill their potential as effective citizens of the 21st century by meeting their unique academic and social-emotional needs.

Team members join a collaborative environment focused on helping neurodivergent learners thrive.

About TGS’ Student Support Team

The Student Support Team has the responsibility of providing direct and indirect support for students with social-emotional and/or behavioral needs. Student Support Team members report to the Director of Community and Culture, and work closely with the school social worker, academic teachers and other support team members to facilitate positive student engagement in all aspects of the TGS program.

Individual Behavior Support - Position Summary

This position provides 1:1 behavior and regulation support for an individual student, following a BVSD IEP and behavior support plan.

Essential responsibilities of this position may include but are not limited to the following:

• Implement intervention strategies as directed in the behavior support plan to increase the student’s engagement with daily academic and social programming.
• Collect data on student engagement and IEP goals as directed in the behavior support plan.
• Participate in daily classes as assigned to support positive student engagement with peers, teachers and course material.
• Assist the assigned student as needed in identifying and implementing self-regulation strategies to facilitate maximum participation in TGS classes and programs.
• Accompany and supervise the student on community outings.
• Maintain confidential student records and keep accurate documentation of sessions, meetings, and assessments.
• Provide staff with essential information to better understand factors affecting individual student performance and behavior.
• Participate in family meetings, team meetings, and problem‑solving meetings as required to meet the needs of the student.

Other functions of the job include but are not limited to the following:

• Supervision of students during unstructured times (break and lunch) as assigned.
• Participation in school‑wide activities in order to facilitate positive relationships with all students and staff.

Knowledge, Skills and Ability Required

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential responsibilities.

• Bachelor’s degree in education, psychology, special education, behavioral science, or a related discipline preferred
• Experience supporting adolescents in school or youth programs; experience with autistic or neurodiverse learners is strongly beneficial.
• Ability to establish and maintain cooperative and effective working relationships with others, including students, parents, TGS staff, and community partners.
• Strong skills in observation, data collection, and documentation for monitoring student progress and adjusting interventions.
• Effective communication and collaboration skills for working with students, families, teachers, and multidisciplinary teams.
• Ability to remain calm, empathetic, and consistent when responding to challenging behaviors and crises.
• Ability to communicate effectively orally and…