1.0 FTE Behavior Specialist (through June 30, 2027)

Reading Public Schools; Reading (MA); On-site; USD 61,000 - 114,000; Full time

Job summary

Reading Public Schools is seeking a full-time Behavior Specialist to provide district-wide consultation from Early Childhood through Post Graduate to teachers and staff. The role emphasizes evidence-based strategies and supports students with special education needs, including autism and other high-support needs.

The position requires collaboration in developing individualized Behavioral Support Plans, conducting FBAs, and participating in IEP/504 meetings, with a focus on data-informed

Qualifications

• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations.
• Ability to write reports, business correspondence, and procedure manuals.
• Ability to use reasoning ability to evaluate multiple sources of information and determine/recommend an appropriate course of action.
• Master’s degree; MA Special Education certification preferred.

Responsibilities

• Provide district-wide consultation to teachers, administrators, related service providers, paraprofessionals, and other staff regarding behavioral needs.
• Develop, implement, monitor, and revise individualized behavioral and instructional interventions.
• Train, model, coach, and provide feedback to educators on Behavioral Support Plans.
• Collaborate with teams to analyze data and monitor progress.

Skills

Reading & analysis

Report writing

Critical thinking

Communication

Education

Master’s degree

Tools

Microsoft Office

Job description

1.0 FTE Behavior Specialist (through June 30, 2027)

Reading Public Schools Reading Public Schools - Reading, Massachusetts Open in Google Maps

Job Details

Job ID: 5932017
Application Deadline: Posted until filled
Posted: Sep 18, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

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.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• 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, visual supports, reinforcement systems, communication supports, and other evidence-based practices.
• Assist teachers in adapting curriculum, materials, instruction, classroom environments, and routines to meet the needs of students with significant disabilities and behavioral needs.
• Support teams in understanding and implementing the behavioral, instructional, supplementary aid and service, and accommodation requirements outlined in students’ IEPs and 504 plans.
• Participate in IEP, transition, re-entry, and other student support meetings for students with significant behavioral and/or special education needs.
• Provide consultation and support to teams regarding students transitioning between programs, schools, placements, or educational settings.
• Collaborate with special education administrators, principals, team chairs, teachers, related service providers, and other district personnel to problem-solve complex student needs.
• Provide consultation to families regarding behavioral strategies and supports across school and home settings, as appropriate.
• Collaborate with families, physicians, outside agencies, and community-based providers, as appropriate, to promote consistency and continuity of behavioral and educational supports.
• Provide consultation and support related to home-based services and programming, when appropriate.
• Support teams in developing strategies that promote student independence, self-regulation, communication, social participation, and successful integration within school and community settings.
• Provide professional development and ongoing professional learning for teachers, paraprofessionals, administrators, and other school personnel related to behavior, classroom management, positive behavior supports, autism, severe disabilities, and evidence-based instructional practices.
• Participate in and/or facilitate Professional Learning Communities, faculty meetings, district special education meetings, professional development sessions, and other collaborative learning opportunities.
• Support the development of district-wide capacity and consistency in behavioral assessment, intervention, data collection, and progress monitoring.
• Assist district leadership in identifying behavioral programming needs, professional learning priorities, and opportunities for improving systems of support.
• Stay current with professional literature, evidence-based practices, research, and emerging best practices related to applied behavior analysis, autism, severe disabilities, positive behavioral supports, and special education.
• Maintain accurate and confidential documentation in accordance with district policies, state and federal regulations, and special education requirements.
• Serve as a district Safety Care trainer, following completion of required district training, and provide initial and refresher Safety Care training to administrators, teachers, paraprofessionals, and other district personnel.
• Participate in crisis prevention, safety planning, and post-incident problem solving as appropriate.
• Travel between district schools and, when necessary, to out-of-district meetings or student support settings.
• Perform other related duties as assigned.
• Oversee Discrete Trial Instruction programs and train staff.

SUPERVISORY RESPONSIBILITIES:

Provides consultation, coaching, modeling, and professional guidance to teachers, paraprofessionals, and other school personnel as part of the individual's professional responsibilities.

QUALIFICATION REQUIREMENTS:

The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

REQUIRED KNOWLEDGE, SKILLS & ABILITIES:

• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations
• Ability to write reports, business correspondence, and procedure manuals
• Ability to use reasoning ability to evaluate multiple sources of information and determine/recommend an appropriate course of action.
• Ability to define problems, collect data, establish facts and draw valid conclusions
• Ability to apply knowledge of current research and theory in the educational field
• Ability to use professional literature, evidence-based research, and continuing education content to make practical, evidence-based decisions.
• Ability to communicate clearly and concisely in oral and written form to all team members and staff in district and outside of district (if necessary).
• Ability to effectively present information and respond to questions from groups including staff, parents and the general public
• Ability to establish and maintain effective working relationships with district level administrators, principals, staff and community members
• Ability to work independently, prioritize tasks and manage several projects simultaneously
• Ability to perform duties with awareness of all district requirements and Board of Education policies
• Understand confidentiality requirements regarding student records
• Ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite

EDUCATION/EXPERIENCE :

Master’s degree; experience working directly with students, providing consultation within a school setting and working with families preferred

LICENSES/CERTIFICATIONS :

• Valid Board Certified Behavior Analyst certification or Licensed through the state of Massachusetts (LABA)
• MA Special Education Teacher certification (Severe license preferred)
• The employee must possess and maintain a valid driver’s license and possess own car to travel to school buildings during the workday as well as to occasional meetings out-of-district.

PHYSICAL DEMANDS:

The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues—both in person and over the phone is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff.

WORK ENVIRONMENT:

The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day and location. The employee interacts with students, parents, and other staff members and occasionally must meet multiple demands from several people.

The physical demands and 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. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

Position Type: Full-Time

Salary: $61,043.91 to $114,430.72 Please see our Salary Schedule (readingma.gov)

Equal Opportunity Employer

Reading Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.
It is unlawful in Massachusetts to require or administer a lie detector test as a condition of employment or continued employment. An employer who violates this law shall be subject to criminal penalties and civil liability.

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Allison Wright , Director of Special Education
• Reading Public Schools
• Email: [e-mail]

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