Educational Behavior Specialist

Griffith Public School District; Griffith (IN); In loco; USD 52.000 - 72.000; Tempo pieno

Descrizione del lavoro

Griffith Public Schools is seeking an Educational Behavior Specialist to support students, staff, and families with behavior assessment, intervention, and evaluation processes. The role partners with multidisciplinary teams to promote safe, inclusive learning environments and improve outcomes for students across the district.

The position involves RTI/MTSS planning, collaboration with teachers and related-service providers, and coordinating resources for comprehensive educational evaluations.

Competenze

• At least one of the following: LCSW, LMHC, MSW, or LMFT.
• Knowledge of autism, emotional disabilities, behavior disorders, and intervention strategies.
• Ability to analyze student data and develop, implement, monitor, and adjust behavioral interventions.

Mansioni

• Provide districtwide expertise in behavior assessment and intervention.
• Collaborate with multidisciplinary teams on evaluations and supports.
• Assist RTI/MTSS planning and meetings.
• Develop and monitor Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• Prepare confidential reports and maintain required documentation.

Conoscenze

Behavior assessment

Intervention strategies

Collaboration

Communication

Data analysis

Formazione

Licensed professional licensure (LCSW/LMHC/MSW/LMFT)

Descrizione del lavoro

• Position Type:
  Student Support Services/ Social Worker
  
• Date Posted:
  10/7/2026
  
• Location:
  Beiriger Elementary School
  
• Date Available:
  ASAP
  

Educational Behavior Specialist

FLSA Status: Exempt

Job Summary:
The Educational Behavior Specialist supports students, staff, and families by providing districtwide expertise in behavior assessment, intervention, social-emotional learning, and special education evaluation processes. The position collaborates with multidisciplinary teams to promote safe, inclusive, and supportive learning environments; strengthen staff capacity; and improve academic, social, communication, and behavioral outcomes for students.

Essential Duties and Responsibilities

The information contained in this job description is intended to describe the general nature and level of work performed by employees in this position. It is not an exhaustive list of all duties, responsibilities, or qualifications. Duties may be modified or assigned based on student, building, and district needs.

• Serve as a district resource for school personnel regarding effective, evidence-based behavior-management strategies, interventions, and supports.
• Provide consultation, coaching, modeling, and professional learning to staff in all areas of behavior management, social-emotional development, and behavioral intervention.
• Collaborate with teachers, administrators, related-service providers, students, and families to identify student needs; establish goals; and implement evidence-based assessment, instructional, and behavioral practices.
• Serve as a member of multidisciplinary evaluation teams for students suspected of having a disability and coordinate resources to support comprehensive educational evaluations.
• Participate, when appropriate, on intervention teams for at-risk students being considered for evaluation.
• Collaborate with building principals and school teams in Response to Intervention/Instruction (RTI) and Multi-Tiered System of Supports (MTSS) planning and meetings.
• Assist school personnel in conducting Functional Behavioral Assessments (FBAs) and developing, implementing, monitoring, and revising Behavior Intervention Plans (BIPs), as appropriate.
• Review and interpret behavior-related data to assist teams in determining appropriate interventions, supports, progress-monitoring measures, and educational adjustments.
• Conduct individual or small-group activities and provide services as outlined in students' IEPs, when assigned.
• Support the development of positive, inclusive learning environments that meet the needs of students with autism, emotional disabilities, behavior disorders, and other social-emotional or behavioral needs.
• Share current research, effective instructional practices, and emerging trends that may be applied in classroom and school settings.
• Serve as a resource to school personnel and make recommendations regarding:
  • Management of students in the school environment;
  • Educational and behavioral adjustments to meet individual student needs; and
  • Services and supports for students receiving special education services.
• Prepare and maintain accurate, timely, and confidential reports, records, and other required documentation in accordance with applicable laws, regulations, district procedures, and established timelines.
• Follow and assist others in understanding applicable IDEA and Article 7 requirements, as well as Griffith Public Schools policies and procedures.
• Attend required building-level and district-level meetings, case conferences, professional development, and staff meetings.
• Perform other duties as assigned, including duties necessary to meet students' IEP needs.

Qualifications

The qualifications listed below are representative of the knowledge, skills, and abilities required. An equivalent combination of education, licensure, training, and experience may be considered.

Required: At least one of the following: LCSW, LMHC, MSW, or LMFT.

• Demonstrated knowledge of autism, emotional disabilities, behavior disorders, behavior management, and behavioral intervention strategies and plans.
• Working knowledge of special education laws, regulations, and procedures, including IDEA and Indiana Article 7.
• Ability to analyze student data and use it to develop, implement, monitor, and adjust behavioral interventions.
• Ability to communicate effectively and build collaborative relationships with students, families, teachers, administrators, and community providers.
• Ability to maintain confidentiality and exercise sound professional judgment.
• Commitment to ongoing professional growth and improvement.

Physical Demands and Work Environment

The physical demands and work-environment characteristics described below are representative of those an employee must meet to perform the essential functions of this position. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential functions.

• Requires prolonged periods of sitting, standing, walking, and moving throughout school facilities.
• May occasionally require lifting, carrying, pushing, pulling, or moving materials and equipment.
• Requires occasional stooping, bending, reaching, and kneeling.
• Work is primarily performed indoors in school, office, classroom, and meeting settings; occasional outdoor work may be required.
• May work in noisy, crowded, and fast-paced environments.
• The employee must remain free of alcohol and non-prescribed controlled substances in the workplace throughout employment with the Corporation.
• Griffith Public Schools is an equal opportunity employer and does not discriminate against employees or applicants on the basis of any characteristic protected by applicable federal, state, or local law.