Behavior Support Professional (2025-26)
Behavior Support Professional (2025-26)
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1 Vacancy
Job Description
(Using a computer is suggested to complete application. Phones are not always compatible.)
POSITION PROPERTIES
Position Title
Behavior Support Professional
Schedule / Grade
210 Days (Min/Max - Grade 6)
Job Code
01STSUP362
FLSA
Exempt
Calendar
Process Coordinator II
Benefits
Eligible
Contract Type
Admin
Bargaining Unit
None
Revised Date
4/15/2024
PURPOSE
This position will lead and support the members of the school staff to assure that effective and efficient behavioral intervention and support systems are in place to support continuous improvement in academics and behavior for students with disabilities. This individual serves as a liaison for central office and school administration to members of the learning community in various aspects of the instructional program.
ESSENTIAL RESPONSIBILITIES AND DUTIES
- Collaborates with administration and staff to identify students/classes with behavioral concerns design data collection systems analyze student/school/district data develop and implement behavioral intervention programs to support students and teachers.
- Provides support and leadership planning on fundamentals of applied behavioral analysis classroom student and school-wide positive behavioral reinforcement systems for students with a wide range of disabilities and conditions but not limited to Emotional Disturbance Autism and Intellectual Disability.
- Provides direct assistance to staff members in assessing planning developing individual student behavioral support plans tracking/monitoring data systems and working with teams to increase fidelity to assess student progress.
- Models positive behavioral interventions strategies in classrooms for staff members as requested.
- Collaborate and work closely with school psychologists to work through tiers of behavior support.
- Provides professional development support assistance staff development and coaching to paraprofessionals and certificated staff members as requested and recommends effective intervention strategies.
- Provides support and leadership in communication with students parents and various representatives of regular education and the Special Services Departments.
- Provides information as needed on programs and services etc. to staff and parents during IEP meetings and/or student transition meetings.
- Keeps up-to-date on effective strategies in the student discipline/behavioral management/applied behavioral analysis fields and related legal regulations and board policies.
- Assists in the direction of activities and training of ancillary personnel hired for behavioral interventions and supports for students.
- Serves on the Behavior Support Committee and participates in weekly Tier 3 behavior support meetings and other scheduled committee and collaborative meetings as requested.
- Willing to become trained in Safe Crisis Management.
- Attends conferences or meetings related to district and school goals for student behavior
Performs other duties as necessary to support the mission and vision of Columbia Public School District.
DISTRICT EXPECTATIONS
All employees of the District are expected to adhere to the policies and regulations of the Board of Education maintain appropriate certification and competencies necessary for the position and demonstrate the values of the district at all times. For information on polices regulations and values visit .
REPORTING RELATIONSHIPS
Reports To: Director of Special Services Assistant Director of Special Services
Supervises: None
QUALIFICATIONS
Minimum: Masters degree in Special Education Social Work Counseling Psychology or other related field; Missouri teaching certificate in Special Education or other related field; Experience working with students with behavioral and emotional issues developmental disabilities and autism; Experience consultating with administrators and teachers to improve behavior.
Preferred: Experience working in a school setting; BCBA
Ideal candidate will have a professional and friendly demeanor with a demonstrated ability to work well with a variety of individuals in a fast-paced environment.
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 skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
ADA REQUIREMENTS
Language: Read analyze and interpret professional journals Board policy administrative procedures and forms and governmental regulations and guidance; Complete forms write reports and engage in written correspondence; Present information effectively and respond to questions; Read analyze and interpret testing special education and psychological information/data.
Computation: Work with mathematical concepts such as probability and statistical inference; Apply concepts such as fractions percentages ratios and proportions to practical situations.
Reasoning: Solve a variety of problems in many different situations; Interpret instructions presented in written oral diagram or schedule form; Apply knowledge of current educational theory and instructional techniques; Draw reasoned conclusions and make professional recommendations supported by data and research; Demonstrate executive functions such as planning organizing remember and regulating information and behavior as they pertain to student performance and achievement.
Other Skills and Abilities: Identify needs and abilities of individual students; Establish and maintain effective relationships with students staff and administrators; Perform multiple tasks simultaneously; Demonstrate excellent interpersonal communication and listening skills.
Technology: Perform basic computer functions such as word processing and internet use; Use district software for recording grades and finding student information; Utilize smart boards projectors and other instructional technology provided by the district.
Physical Demands: Speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; Move around the classroom to interact with and manage students/groups of students; Read handwritten or printed material.
Attendance: Consistent and regular attendance is an essential function of this position.
Conditions and Environment: This position will regularly work in a school environment that is noisy and active.
Prospective and current employees with disabilities are encouraged to contact human resources to discuss reasonable accommodations to perform the essential job functions.
Equal Opportunity Employer
Required Experience:
Unclear Seniority
Employment Type
Full-Time
