Behavior Specialist

Choctaw-Nicoma Park Public School District; Oklahoma (Westmoreland County); On-site; USD 60,000 - 80,000; Full time

Job summary

The Choctaw-Nicoma Park Public School District is seeking a Behavior Specialist to advance evidence-based behavioral strategies for students on IEPs. This exempt position collaborates with teachers, administrators, and families to maximize educational outcomes and ensure compliance with IDEA indicators.

The role includes training staff in behavioral interventions, conducting FBAs, developing and implementing Behavior Intervention Plans, and data-driven decision making.

Qualifications

• Master's degree in special education or related field.
• Experience in behavior intervention and academic instruction for students with disabilities.
• Knowledge of child development and behavior in grades preschool through age 21.

Responsibilities

• Maintain communication links between site, district, and state programs.
• Deliver direct/consultative behavioral services for students.
• Conduct FBA to develop Behavior Intervention Plans.
• Develop behavior plans and materials to support implementation.
• Consult on implementing a tiered behavior support system.
• Model interventions and provide timely staff feedback.
• Conduct classroom observations and follow-ups.
• Train staff on proactive supports and data collection.
• Create visual/instructional supports for students and teachers.
• Train staff in nonviolent crisis intervention and participate in IEP meetings.
• Perform additional duties as assigned.

Skills

Behavior interventions

Data collection

Staff training

Collaboration

Education

Master's degree in special education

BCBA/BCaBA/RBT certification

Oklahoma licensure (if BCBA)

Job description

JOB TITLE: BEHAVIOR SPECIALIST

SALARY SCHEDULE: NEGOTIATED SALARY SCHEDULE

DEPARTMENT: STUDENT SERVICES

FLSA STATUS: EXEMPT

SAFETY SENSITIVE: YES

REPORTS TO: Executive Director of STUDENTSERVICES

POSITION SUMMARY:

The Behavior Specialist is responsible for the implementation of district policies and procedures in compliance with IDEA indicators from the Department of Student Services. The Behavior Specialist possess an understanding of evidence-based behavior interventions. The Behavior Specialist will assist teachers, administrators, and student services personnel in the identification and development of sound behavioral strategies designed to increase the educational performance of students on IEPs in order that they may be college and career ready. The Behavior Specialist is responsible for the development and implementation of behavioral strategies and programs to provide optimal learning opportunities to all eligible children and families as required by the Individual with Disabilities Education Act. The Behavior Specialist will train teachers, paraprofessionals, BCaBA, and RBTs on how to collect and analyze data to drive instructional decisions. The Behavior Specialist is also responsible for developing and fostering positive working relationships with school, district, parents, and community agencies, and at all times, serve as an advocate of children with disabilities in the design and implementation of site and district-wide policies and procedures for the department.

QUALIFICATION REQUIREMENT

• To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
• The requirements listed below are representative of the knowledge, skill, and/or ability required.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Master's degree in special education, OR a related field. Experience and or certification as a BCBA, BCaBA, or RBT preferred. If a BCBA, hold current licensure from the Oklahoma Department of Human Services. If a BCBA, BCaBC, or RBT, hold current certification from the BACB.
• Experiences in behavior intervention and academic instruction of a diverse population of students with special needs.
• Knowledge of basic concepts of child growth and development and developmental behavior characteristics of students in grades preschool through age 21, including students with special needs.

SUPERVISORY RESPONSIBILITIES: None

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Maintain communication links between site, district, and state special education programs.
2. Ensure the delivery of direct and/or consultation of behavioral services for general education and special education students.
3. Conduct FBA in order to help the school team develop an appropriate Behavior Intervention Plan
4. Develop behavior intervention plans and assist in creating necessary materials to promote student and staff success in implementation of the plan.
5. Consult with school teams on implementation of a behavior tiered support system.
6. Model intervention strategies and provide timely feedback to staff.
7. Conduct classroom observations and follow-up consultations with school teams.
8. Provide training to staff on topics including but not limited to: proactive behavior supports, evidence based behavioral interventions, effective use of reinforcement, and collecting and interpreting behavioral data.
9. Assist in creating visual or instructional supports for students and classroom teachers.
10. Provide training to staff in the practices of nonviolent crisis intervention and participates in IEP meetings when needed.
11. Additional duties that may be assigned by the immediate supervisor.

COMMENTS:

Performance will be evaluated by the Executive Director of Student Services or the Director of Special Education in accordance with the Board's policy on the evaluation of District Administrators

LANGUAGE SKILLS:

Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Ability to write speeches and articles for publication that conform to prescribed style and format. Ability to effectively present information to top management, public groups, and/or boards of directors.

MATHEMATICAL SKILLS:

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

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. While performing the duties of this job, the employee is regularly required to sit; use hands to handle or feel objects, tools, or controls; and talk or hear. The employee is occasionally required to stand, walk, and reach with hands and arms. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

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. To ensure continuity of services, remote work may be necessary in the event of a health crisis or disruptive situation that requires the closing of school and/or office buildings. An employee’s eligibility for remote work will be determined by the superintendent of schools. Expectations and guidelines for remote work will be distributed by the employee’s supervisor, based on his/her role and responsibilities.

DISCLAIMER

Please note that job descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job. They are intended to be accurate reflections of those principal job elements essential for making fair hiring and pay decisions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential function