FTE Behavior Specialist

The Reading Public Schools is seeking qualified candidates for a 1.0 FTE Behavior Specialist though June 30, 2027. This is a benefits-eligible position. The Behavior Specialist will provide district-wide consultation and support from Early Childhood through Post Graduate to teachers, administrators, related service providers, and support staff working with students eligible for special education including those who quality under the categories of Autism, neurological, and emotional with high support needs.

The Behavior Specialist will serve as a point person for teams and administrators seeking consultation, coaching, and evidence-based strategies and interventions designed to address the academic, behavioral, social-emotional, communication, and functional needs of identified students. The Behavior Specialist will bring expertise in both special education and applied behavior analysis to support teams in developing and implementing individualized, student-centered programming.

The Behavior Specialist will work collaboratively with educators to conduct observations and assessments, analyze student data, develop and monitor behavioral interventions and Behavioral Support Plans, and provide modeling and coaching to support consistent implementation. The Behavior Specialist will support teachers in adapting materials, modifying instruction and environments, interpreting and implementing IEPs and 504 plans, and promoting student access, participation, independence, and integration within the least restrictive environment.

The Behavior Specialist will participate in IEP and 504 meetings, provide consultation to families, collaborate with outside providers and agencies as appropriate, and support teams in developing effective partnerships with families. The Behavior Specialist will collect, analyze, and interpret student data to inform decision-making and monitor the effectiveness of interventions. The Behavior Specialist will also contribute to district-wide professional learning, faculty meetings, professional learning communities, and professional development for teachers, paraprofessionals, administrators, and other school personnel.

The Behavior Specialist will collaborate with district special education leadership and other members of the Student Services team to identify trends, strengthen behavioral programming, build staff capacity, and support the development of consistent, evidence-based behavioral practices across the district. The Behavior Specialist may be trained as a Safety Care trainer and, in collaboration with other district trainers, provide Safety Care training and retraining to district staff.

The essential functions or duties listed below are illustrations of the type of work that is performed and are not an exhaustive list of the duties performed for this position. Other duties may be assigned.

• Provide district-wide consultation to teachers, administrators, related service providers, paraprofessionals, and other support staff regarding students with behavioral, developmental, communication, social-emotional, and/or significant learning needs.
• Collaborate with special education teams to develop, implement, monitor, and revise individualized behavioral and instructional interventions.
• Conduct Functional Behavioral Assessments (FBAs), including direct observation, record review, data collection, staff and family consultation, and analysis of behavioral patterns.
• Develop comprehensive FBA reports and Behavioral Support Plans based on assessment findings and student-specific needs.
• Support teams in identifying function-based, evidence-based interventions that promote positive behavior, student engagement, independence, and access to instruction.
• Train, model, coach, and provide feedback to educators and support staff regarding the implementation of Behavioral Support Plans and other behavioral interventions.
• Observe staff implementation of behavioral and instructional interventions and provide ongoing feedback, coaching, and support to promote fidelity and consistency.
• Establish baseline measures, collect and analyze behavioral data, graph data as appropriate, and use data to evaluate the effectiveness of interventions.
• Collaborate with classroom teams to establish progress-monitoring systems and determine when interventions should be maintained, modified, faded, or intensified.
• Support educators in developing proactive classroom management strategies, environmental supports,…