About this role
The position is eligible for health benefits through the School Employee Benefits Board (SEBB) and retirement through the Department of Retirement Services (DRS).
POSITION SUMMARY The behavior specialist will provide direct instruction and related services (e.g., social skills groups, recess groups, etc.) to children with disabilities and will maintain a caseload of students. Primary services will be delivered in the District's four elementary schools and early childhood program. The behavior specialist will also provide professional development and coaching to District staff related to positive behavior supports and tiered systems of intervention.
ESSENTIAL FUNCTIONS
• Works directly with teachers and paraprofessionals in a school setting providing classroom-based modeling, coaching, and student-specific interventions; facilitates teacher inquiry and related professional development
• Leads professional learning communities and related training aligned with special education department initiatives for certificated and classified staff.
• Assists the Director of Student Services in developing procedures and training materials for the purpose of providing a safe and effective educational environment for students with challenging behavior.
• Collaborates with school personnel, agencies, and families in coordinating services for students.
• Conducts Functional Behavior Assessments and develops Behavior Intervention Plans in alignment with best-practices in the field as well as in accordance with state/federal compliance standards.
• Serves as the liaison between district-contracted Behavior and/or mental health specialists
• Other duties related to the purpose of this position.
QUALIFICATION REQUIREMENTS Education and Experience
• Possess or qualify for immediate issuance of a valid Washington State teaching certificate, BCBA with a special education endorsement or ESA in a related field.
Required Knowledge, Skills, and Abilities
• Knowledge of behavior management strategies
• Knowledge of IEP process and the writing of goals/objectives and behavior intervention plans
• Ability to instruct in multiple languages preferred
• Skills in oral and written communication
• Strong organizational skills
• Ability to work with other members of a school or department to accomplish common goals
• Ability to perform in accordance with applicable board policies and district and legal requirements
• Ability to work in a collaborative or team approach
• Ability to communicate effectively, professionally, collaboratively and positively with students, parents, and colleagues, orally and in writing
• Ability to use varied assessments, including performance tasks, portfolios, and student self-assessment
• Attend ongoing professional development activities, such as college coursework, professional associations, workshops, and in-service opportunities
• Exhibits a strong and positive attitude with the belief that each student can be taught and has the right and capacity to achieve personal academic excellence
• Ability to perform all duties in accordance with applicable board policies and district and legal requirements
• Ability to meet and maintain punctuality and attendance expectation