Behavioral Specialist - Special Education
About the Employer
Experience
Minimum 5 years of special education experience, preferably supporting students with significant behavioral needs. Experience developing and implementing FBA's, BIPs, and behavioral interventions. Experience providing staff training, coaching, or crisis intervention support preferred.
Primary Purpose
Provide district-wide leadership, consultation, coaching, and direct support in the development and implementation of effective behavioral practices for students with significant or complex behavioral needs. The Behavioral Specialist will prioritize critical and high-need behavioral cases, build staff capacity through coaching and professional development, lead district crisis prevention and intervention training, support base and other specialized behavior programming, and assist the district in maintaining compliance with federal, state, and district requirements and evidence-based practices related to behavior intervention, restraint, and crisis response.
Education/Certification
Valid Texas teaching certification; Special education certification preferred. Master's degree from an accredited college or university preferred. CPI Trainer, BCBA, or related behavioral certification preferred. Candidate must have a satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee.
Special Knowledge/Skills
Strong knowledge of behavior intervention, classroom management, de-escalation, and crisis prevention. Knowledge of FBA's, BIPs, data collection, and evidence-based behavior practices. Knowledge of IDEA, ARD/IEP processes, discipline, restraint, and Texas special education requirements. Ability to support students with significant behavioral needs and specialized behavior programs, including base. Strong skills in staff training, coaching, modeling, and building campus capacity. Strong communication, collaboration, problem-solving, and data-monitoring skills.
Behavioral Intervention and Critical Case Support
Serve as district-level resource for critical, complex, and high-priority behavioral cases, providing consultation, observation, coaching, and direct campus support. Collaborate with administrators, teachers, evaluation staff, related service providers, and families to develop, implement, and monitor research-based behavioral interventions and behavior intervention plans (BIPs). Conduct and/or support functional behavioral assessments (FBAs), including observations, data collection, identification of behavioral functions, and development of function-based interventions. Assist campus teams in identifying and implementing appropriate behavioral supports and interventions prior to considering more restrictive programming or placement. Participate in ARD meetings, manifestation determination reviews, staffings, and other problem-solving meetings involving students with significant behavioral needs, as appropriate.
Base and Specialized Behavior Programming
Provide district-level leadership for base and other specialized behavior programs, shaping program design and implementation to align with evidence-based practices for behavioral support settings. Develop and promote consistent expectations for base programming, including classroom structure, instructional access, behavior supports, reinforcement systems, data collection, crisis prevention, and student transitions. Provide coaching, modeling, and technical assistance to base teachers, paraprofessionals, and campus administrators to strengthen program implementation and staff capacity. Review student and program data to evaluate effectiveness, identify areas for improvement, and support individualized plans that increase student independence, access to instruction, and successful movement toward less restrictive settings when appropriate.
Crisis Prevention and Intervention
Serve as a district leader for crisis prevention, de-escalation, and intervention practices, including CPI or other district-approved crisis intervention programs. Maintain required trainer certification(s) and coordinate and deliver district-approved crisis prevention and intervention training. Support campuses in developing and maintaining effective crisis response procedures and appropriately trained crisis intervention teams. Review significant behavioral incidents, restraint practices, and related data to identify trends, training needs, and opportunities to strengthen prevention and reduce the need for emergency physical intervention.
Training, Coaching, and Capacity Building
Identify district and campus training needs and develop and deliver professional development related to behavior, classroom management, FBA's/BIPs, de-escalation, crisis intervention, and specialized behavioral programming. Provide ongoing job-embedded coaching, modeling, and follow-up support to build the capacity of teachers, paraprofessionals, administrators, and other staff to effectively support student behavior. Develop behavioral resources, tools, procedures, and guidance to promote consistent, evidence-based behavioral practices across the district.
Compliance and Professional Responsibilities
Assist district leadership in ensuring behavioral practices, specialized programs, crisis intervention, restraint, discipline, FBA's/BIPs, and related procedures comply with IDEA, Texas requirements, TEA guidance, district policy, and evidence-based practices; maintain required documentation and monitor district behavioral trends and data. Collaborate with district and campus personnel, families, and outside resources to address student needs, strengthen behavioral programming, and promote consistent practices across campuses. Maintain confidentiality, pursue continued professional growth, follow district safety procedures, maintain required records and documentation, and perform other duties as assigned by the Director of Special Education, District Administration, and Superintendent of Schools.
Supervisory Responsibilities
None. Provides leadership, coaching, training, technical assistance, and guidance to district and campus personnel within the scope of assigned responsibilities.
Mental Demands/Physical Demands/Environmental Factors
Tools/equipment used: Personal computer and peripherals, and other instructional equipment. Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting. Motion: Frequent walking. Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment. Environment: Work inside; may work outside; regular exposure to noise; exposure to biological hazards. Mental demands: Maintain emotional control under stress; may work prolonged or irregular hours.