Behavior Specialist 11 Month Grant Funded

GRANT FUNDED POSITION 

BEHAVIOR SPECIALIST PROF I 11 MONTH (STUDENT SERVICES) GRANT FUNDED                                                                

GENERAL DEFINITION AND CONDITIONS OF WORK

Behavior Specialist-Secondary, 11-month school Position: The Behavior Specialist is responsible for analyzing behavior and attendance data to develop strategies that address student needs. This role involves collaborating with educators and staff to implement interventions, monitoring student progress and adjusting plans as necessary to improve overall student behavior and attendance. The specialist will also provide support to staff to ensure effective implementation of behavioral strategies. The specialist will also attend professional development opportunities as needed.

The Behavior Specialist provides targeted behavioral and social-emotional support to students, staff, and families to reduce disruptive behaviors and promote positive student outcomes across the school. This role works collaboratively with school and district teams to implement evidence-based behavioral interventions and strengthen a positive, supportive school environment. 

ESSENTIAL FUNCTIONS/TYPICAL TASKS

This position description is not intended to be an exhaustive list of all duties, knowledge or skills associated with 

• Conduct needs assessments during the first two weeks of school to identify priority students, classrooms, and systems requiring behavioral support.
• Develop and implement individualized Behavior Support Plans (BSPs) and class-wide positive behavior interventions.
• Provide weekly individual and small-group sessions focused on replacement behaviors, emotional regulation, social skills, and problem-solving.
• Implement evidence-based practices, including function-based behavioral strategies, restorative practices, social skills groups, and tiered Positive Behavioral Interventions and Supports (PBIS).
• Monitor student progress using behavior data and tracking tools, adjusting interventions every 2–4 weeks as needed.
• Lead schoolwide initiatives that promote positive behavior, including reinforcement systems, school expectations, and incentive programs.
• Collaborate with the Division Behavior Specialist, Coordinator of Student Support, Coordinator of Student Services, counselors, administrators, special education staff, families, and outside providers to ensure coordinated services, appropriate referrals, and school safety.
• Provide consultation and support to staff and families to promote consistent behavioral strategies across school settings.

Note: The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

KNOWLEDGE, SKILLS AND ABILITIES

Comprehensive knowledge of the principles and practices of alternative education;  ability to write, manage and evaluate grants; ability to demonstrate superior skills in written and oral communication; successful experience in working with at-risk students; ability to demonstrate additional training or professional experience in alternative education, substance abuse, prevention, or treatment, particularly in grant funded programs; successful experience in program planning, implementation and evaluation; ability to demonstrate success in leadership, working with court services and administration; ability to demonstrate such additional qualifications as a School Board may find appropriate and acceptable; ability to demonstrate success in accomplishing tasks akin to those listed below.

EDUCATION AND EXPERIENCE

Any combination of education and experience equivalent to Bachelor’s degree in Behavior Analysis, Psychology, Education, Special Education, Social Work, Counseling, or a related field required; master’s degree preferred.

• Minimum of 5 years of experience providing behavioral, social-emotional, or student support services in a school or educational setting.
• Experience developing and implementing Behavior Support Plans (BSPs) and evidence-based behavioral interventions.
• Experience working with students with diverse behavioral, social-emotional, and learning needs.
• Knowledge of Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning, and function-based behavioral strategies.
• Experience collecting, analyzing, and using behavioral data to monitor student progress and inform interventions.

SPECIAL REQUIREMENTS

FLSA STATUS

Exempt

AA/EOE STATEMENT

This employer does not knowingly discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, or national origin.

JOB REVISION INFORMATION

Created: 

Revised: 8/2026