2026-27 Tiered Support Specialist .5 (Revised) - Sky Crossing ES

Job Details

Job Title:

Tiered Support Specialist

Location:

Sky Crossing Elementary School, Phoenix, Arizona

FTE: .5

Position Type:
Non‑Interim

Dates: 7/27/2026 – 5/27/2027

The Tiered Support Specialist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive PBIS framework. In addition, the Tiered Support Specialist works directly with identified students to teach behaviors that substantially increase their academic performance. Under the supervision of the building principal and district representative, the Tiered Support Specialist will provide diversified strategies and activities specifically designed for targeted students.

• Support Tier 1 effective proactive and preventative instruction of behavior expectations and social competencies within the PBIS or MTSS framework.
• Assist in development of interventions, functional behavior assessments and behavior plans for the purposes of providing a safe and effective educational environment for students who are not experiencing behavioral success.
• Conduct conflict resolution and peer mediation sessions.
• Support Tier 1 behavior data collection and data‑based team decision‑making.
• Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
• Help students set goals for behavioral changes, monitor and assess progress, and modify plans if necessary.
• Assist in crisis situations to minimize immediate dangers or threats and determine need for long‑term treatment.
• Participate in Tier 1 building level and/or grade level PBIS or MTSS meetings, as appropriate.
• Consult with school social worker, counselor, and teachers.
• Observe students in their educational environment, analyze existing data and conduct preference assessments to increase student success.
• Facilitate team meetings that design Behavior Interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues;
  School‐wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
• Promote highly specialized positive behavior interventions in which “at risk” students thrive with behavior instruction that is explicit, intensive, accelerated and provides ample practice.
• Facilitate school‑wide acknowledgement of a variety of student accomplishments and positive behaviors.
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
• Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub‑group populations.
• Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
• Provide leadership to others through example and sharing of knowledge/skill.
• Perform other duties as assigned.

• Ability to analyze behavior, collaborate with adults, and develop positive relationships with students.
• Possess skills in data collection, development of effective intervention plans, and implementation of positive behavior interventions and supports.
• Evidence of experience and participation in professional development that supports the behavior development in students.

• Master’s Degree in counseling, social work, education, psychology, or a related field with an emphasis in behavior.
• School experience.
• Two years of experience working with students with behavior related issues.
• Current in Non‑Violent Crisis Intervention training.
• Comprehensive knowledge, understanding and commitment to develop social competencies and support emotional regulation.
• Strong rapport with children, young people, and adults.