Specialist - Behavior and Academic

Specialist - Behavior and Academic Support

The purpose of a Special Education academic and behavioral specialist is to collaborate with teachers and campus administrators to build capacity for effective special education practices within a structured learning platform. This role supports the alignment of instruction with curriculum standards, behavioral interventions, and district expectations, while promoting the use of formative and summative assessment data to guide instructional decision-making. The specialist provides support in data analysis, instructional accountability, and IEP implementation, and designs and delivers job-embedded professional learning for Special Services teams, Leads, Department Heads, and teams serving students.

Education/

Experience:

• Master's Degree in Education or a related field, preferred
• Minimum of five years of instructional experience or special education-related services
• Crisis Prevention Institute (CPI) Trainer (preferred)

Special Knowledge/

Skills:

• Thorough understanding of federal and state special education laws and regulations
• Current knowledge and application of research-based best practices in special education
• Knowledge of specially designed instructional options for students with diverse learning needs
• In-depth understanding of class-wide interventions and targeted instructional strategies, particularly in the area of behavior
• Support the development of IEPs based on analyzing data and assessments to develop PLAAFPs and
• IEP goals aligned to standards for Special Education teachers to plan meaningful instruction for increasing
• student growth
• Support consultees in the development and implementation of FBA/BIPs for students with behavioral needs
• Monitor compliance with district proficiency standards and indicators
• Assist teachers with classroom structure to facilitate instruction and behavioral strategies needed to support the students' IEPs. Provide support for integration of additional strategies as appropriate (i.e., visual schedules, social stories, reward systems, etc., as needed/requested, utilizing appropriate equipment, software/technology (Boardmaker, PECS, etc)
• Strong understanding of the relationship between curriculum, instruction, and progress monitoring
• Ability to disaggregate, interpret, and use student assessment and performance data to inform instructional decisions
• Skill in providing and facilitating high-quality, job-embedded professional development, particularly in behavior supports
• Demonstrated experience in campus and/or district-level leadership
• Ability to collaborate effectively within a team-based environment
• Strong verbal and written communication skills, with the ability to build and maintain positive relationships with administrators, teachers, staff, students, and families
• Ability to provide consultation, coaching, and modeling of effective instructional, communication, and behavior intervention strategies for students with special needs
• Ability to develop tools to assist in Special Services teacher responsibilities and performance

Working Conditions:

Maintain emotional control under stress. Frequent standing, stooping, bending, reaching, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist nonambulatory students. Exposure to biological hazards. Subject to reassignment based on district-wide student needs.