Behavior Specialist SY

SUMMARY OF OPPORTUNITY

The Unified Student Supports team is looking for an experienced educator with special education certification, social work or school counseling certification, or significant experience in implementing positive intervention and behavior supports in the school setting. The Behavior Support Specialist will positively impact student success by addressing barriers to student learning, including social, emotional, and mental health challenges. The specialist will recommend, plan, coach, and model interventions and supports for school team members based on student needs.

The following outlines core duties and responsibilities.

• Serve as the first and strongest advocate for racial and ability equity and student-centered approaches to instruction, intervention, and student engagement.
• Demonstrate thorough knowledge of best practices relating to building positive culture and climate in the classroom for all types of learners (to include students with disabilities, students with 504 services, multilingual learners, etc.).
• Effectively support schools with defining and measuring behaviors; understanding principles of reinforcement; analyzing data to identify antecedents and functions of behavior; coaching and modeling positive strategies for weakening inappropriate behavior, and problem-solving to align resources, interventions, and supports.
• Analyze data‑assessments, attendance, discipline, academics, and other pertinent information to determine appropriate interventions to reduce suspensions and other disciplinary occurrences while improving student engagement and academic achievement in the general education environment.
• Collaborate with school teams during MTSS/Problem‑solving meetings to identify students with the most need and recommend appropriate Tier 1 and Tier 2 interventions.
• Provide professional development to individual teachers, groups of teachers, and/or entire school staff on issues related to crisis intervention, learning and collaborations, restorative practices, and factors that can affect the development and implementation of interventions and/or student progress.
• Maintain records of students served and their progress.
• Assist in the collection and compilation of student, parent, teacher, and community data.
• Attend professional meetings.
• Discuss pupils’ academic and behavioral attitudes and achievements with the teacher.
• Engage in ongoing professional development to increase knowledge and skill of positive student behavior supports for all students and targeted students.
• Provide assessment and instruction/intervention at the school‑wide prevention level, at the targeted classroom/small group level, and at the individual behavioral/mental health level to address issues that present learning readiness.
• Utilize student, school, and community data to plan, identify, and implement evidence‑based, culturally competent prevention strategies to meet student needs.
• Evaluate multiple datasets (including but not limited to Panorama, attendance, discipline, classroom observation, and the Thinking Skills Inventory) in order to intentionally and strategically respond to student need.
• Consults with school staff and parents regarding strategies for helping students cope with personal and social concerns.
• Access and link community resources to students, families, and the school in response to identified needs (home and agency visits are required).
• Ability to problem‑solve, support, and model behavioral systems, processes, and strategies.
• Ability to work collaboratively with teachers, building leaders, and USS members.
• Experience in aligning teachers’ systems and processes to student outcomes in order to translate the critical connection for teachers engaged in the coaching cycle.
• Ability to relate, motivate, and inspire teachers to strive to new heights.
• Provide weekly updates to USS admin on coaching data to inform systematic professional development (for the district, LC, or school).
• Communicate effectively, and in a timely manner, with school staff, parents and guardians, USS and district staff.
• Support with student transitions (bridging) and transition planning.
• Work with building…