Individual Behavior Support - Student Support Team

Temple Grandin School; Boulder (CO); On-site; USD 42,000 - 54,000; Full time

Job summary

Temple Grandin School is seeking a dedicated 1:1 behavior support professional for a student in grades 6–12. The role follows a BVSD IEP and behavior support plan to increase engagement in academics and social activities.

You will collect progress data, support self-regulation, supervise outings, and maintain confidential records. Collaboration with families, teachers, and multidisciplinary teams is essential.

Qualifications

• Bachelor’s degree in education, psychology, special education, behavioral science, or related discipline.
• Experience supporting adolescents; neurodiverse learners is beneficial.
• Ability to collaborate with families, teachers and multidisciplinary teams.
• Ability to maintain calm, empathetic responses and document progress.

Responsibilities

• Implement intervention strategies per the behavior support plan to boost engagement.
• Collect data on engagement and IEP goals as directed.
• Participate in daily classes to support student engagement with peers and material.
• Assist the student with self-regulation strategies to maximize participation.
• Accompany and supervise the student on community outings.
• Maintain confidential student records and accurate session documentation.
• Provide staff with information to understand factors affecting performance.
• Attend family and team meetings as required.
• Supervise during unstructured times (breaks/lunch) as assigned.
• Participate in school-wide activities to foster positive relationships.

Skills

Observation & data collection

Communication

Collaboration

Calm under pressure

Oral and written communication

Confidentiality handling

Education

Bachelor’s degree in education, psychology, special education, behavioral science, or related discipline

Job description

Company Description Temple Grandin School serves neurodivergent students in grades 6–12 in an individualized, strength-based program. The school offers a challenging curriculum, real-world resources and mentors, and integrated social skills support to help students build confidence and resilience. Its approach emphasizes understanding, perseverance, community, caring, collaboration, and adaptability. Temple Grandin School prepares students to fulfill their potential as effective citizens of the 21st century by meeting their unique academic and social-emotional needs. Team members join a collaborative environment focused on helping neurodivergent learners thrive.

About TGS’ Student Support Team

The Student Support Team has the responsibility of providing direct and indirect support for students with social-emotional and/or behavioral needs. Student Support Team members report to the Director of Community and Culture, and work closely with the school social worker, academic teachers and other support team members to facilitate positive student engagement in all aspects of the TGS program.

Individual Behavior Support - Position Summary

This position provides 1:1 behavior and regulation support for an individual student, following a BVSD IEP and behavior support plan.

Essential responsibilities of this position may include but are not limited to the following:

• Implement intervention strategies as directed in the behavior support plan to increase the student’s engagement with daily academic and social programming.
• Collect data on student engagement and IEP goals as directed in the behavior support plan.
• Participate in daily classes as assigned to support positive student engagement with peers, teachers and course material.
• Assist the assigned student as needed in identifying and implementing self-regulation strategies to facilitate maximum participation in TGS classes and programs.
• Accompany and supervise the student on community outings.
• Maintain confidential student records and keep accurate documentation of sessions, meetings, and assessments.
• Provide staff with essential information to better understand factors affecting individual student performance and behavior.
• Participate in family meetings, team meetings, and problem‑solving meetings as required to meet the needs of the student.

Other functions of the job include but are not limited to the following:

• Supervision of students during unstructured times (break and lunch) as assigned.
• Participation in school‑wide activities in order to facilitate positive relationships with all students and staff.

Knowledge, Skills and Ability Required

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 responsibilities.

• Bachelor’s degree in education, psychology, special education, behavioral science, or a related discipline preferred
• Experience supporting adolescents in school or youth programs; experience with autistic or neurodiverse learners is strongly beneficial.
• Ability to establish and maintain cooperative and effective working relationships with others, including students, parents, TGS staff, and community partners.
• Strong skills in observation, data collection, and documentation for monitoring student progress and adjusting interventions.
• Effective communication and collaboration skills for working with students, families, teachers, and multidisciplinary teams.
• Ability to remain calm, empathetic, and consistent when responding to challenging behaviors and crises.
• Ability to communicate effectively orally and in writing.
• Ability to maintain confidential information about students, and limit distribution to those who need to know within the school staff

Working Conditions

Physical Requirements

Regularly required to sit, stand, walk, talk, hear, operate a computer, handheld learning devices and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 50 pounds. The individual in this position needs to move about the school environment (indoors and outdoors) frequently to maintain visual supervision of assigned students at all times.

Work Environment: Classroom/office environment with some outdoor supervision of students required. Moderate noise.

Supervisory Responsibilities

This position has no supervisory responsibilities.