Behavior Specialist (Special Education) (2024-2025)

Position Title:      Behavior Specialist (Special Education) 

Department:       Division of Instruction 

Reports To:         Assistant Superintendent of Special Programs 

FLSA Status:       Exempt 

SUMMARY:

Provides direct support to school teams through observations, behavior plan development, training, and implementation support (including data collection) specific to students with significant behavioral concerns. 

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Observes and collects data for students in special education who are exhibiting problem behaviors. 
• Provides evidence-based behavior interventions to the school team for them to consider in IEP development. 
• Provides direct modeling, training, and consultation to general education and special education teachers in the implementation of behavior interventions. 
• Supports school psychologists in FBA and BIP development as requested by the Coordinator for Behavior Supports and Interventions. 
• Assists with crisis plan development. 
• Receives and maintains trainer certification in crisis management techniques (Ukeru and CPI) and provides staff training. 
• Develops and supports behavioral data collection systems for special education teachers to use for progress monitoring. 
• Develops and supports IEP compliance guidance related to behavior goal development, documentation of present levels/findings, and determination of LRE. 
• Develops and supports whole-classroom behavior systems for self-contained special education teachers to implement for their students. 
• Consults with and provides group professional development regarding the use of research-based behavioral and social-emotional interventions. 
• Engages in clear, frequent communication with school teams, including follow-up on high-need situations and quick turnaround responses to emails and phone calls requesting support. 
• Stays current in knowledge of research in the field of ABA and other behavioral science. 
• Attends department activities, meetings, and trainings to support department initiatives. 
• Adheres to the ethical standards and codes of the profession, the established rules, regulations, and laws governing special education programs. 
• Performs other duties as may be assigned by the supervisor. 

JOB SPECIFICATIONS 

EDUCATION and/or EXPERIENCE: 

Master’s Degree in psychology, counseling, social services, or behavior-related field or Master’s Degree in education field (in conjunction with Special Education certification)  

The ideal candidate would have at least 3 years of experience working directly with students (in a school setting) or children (in a clinical setting).  It is desirable to have experience in providing behavior intervention services to children. Knowledge of behavioral interventions is necessary.

Such alternatives to the above qualifications as the Board may find appropriate and acceptable. 

CERTIFICATION, LICENSES, REGISTRATIONS:

South Carolina SDE certificate in Special Education, School Counseling, School Psychology required 

OR 

Master’s Degree in behavior-related field required with certification in field preferred – i.e. BCBA/BCaBA or LMSW credential in Social Work 

SUPERVISORY RESPONSIBILITIES: 

N/A 

LANGUAGE SKILLS:
Ability to read, analyze and interpret professional journals, technical procedures and instructional manuals. Ability to design and write professional development plans, reports and data entry procedures.? Ability to effectively present professional development and training and respond to questions from groups of educators, trainees, media, administrators and organization members. 

MATHEMATICAL SKILLS: 
Ability to add, subtract, multiply, and divide in units of measurement, using whole numbers, common fractions, and decimals.? Ability to work with mathematical concepts such as probability and statistical inference and in the display and interpretation of data. Ability to apply basic concepts of statistical analysis, fractions, percentages, ratios, and proportions to practical situations. 

REASONING ABILITY: 
Ability to interpret and carry out instructions furnished in written, oral, diagram or schedule form. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to analyze information and use logic to address work related issues and problems. 

Ability to identify student adjustment and/or academic problems, provide counseling and/or recommend appropriate remedial action to parents. Ability to supervise students and maintain order in various classroom and instructional activities and situations.? 

OTHER SKILLS and ABILITIES: 
Ability to perform duties with awareness of all district requirements and Board of Education policies. 

Ability to operate a personal computer and related software. Knowledge in the methods for developing lesson plans and materials, and classroom activities which stimulate learning.? Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. 

Ability to develop effective working relationships with students, parents, and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to develop effective working relationships with staff and district employees. Ability to implement a flexible work schedule to meet the reporting deadlines. Proficiency with Microsoft applications such as Excel, Word, and PowerPoint required. Ability to perform duties with a high level of detail and accuracy. Ability to self-monitor and manage multiple tasks while working individually and with members of a group. 

PHYSICAL DEMANDS: 
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

The employee will occasionally lift and/or move up to 50 pounds such as boxes of materials. The employee will sometimes push/pull items such as furniture or boxes of materials. 

While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, listen and/or reach with hands and arms. Specific vision abilities required by this job include close vision and distance vision.? Some driving is required. Duties of the job require frequent use of a computer monitor and related equipment. 

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 
 
Office environment with limited exposure to environmental conditions. The noise level in this environment is quite loud depending on the activity. Frequent interruptions and immediate attention to unexpected situations are expected. 

TERMS OF EMPLOYMENT:

200 days

Teacher pay scale (certified) 

Professional II Scale (non-certified) 

The terms of employment detailed in this job description are based on full-time employment during the school year. Conditions of employment adjusted for part time employees or individuals who are hired for less than an entire school year. 
 
EVALUATION:
Performance of this job evaluated annually according to Board Policy. 

DISCLAIMER STATEMENT: 
The information contained in this job-description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.