Behavior Support Specialist/PBIS 2025-26 Interlake High School

POSITION OBJECTIVE:

The Behavior Support Specialist - PBIS collaborates with all staff in a school building to ensure schoolwide positive behavior supports are in place in the building so that students are able to learn in a safe civil and respectful school environment. Additionally the Positive Behavior Support Specialist provides Tier 2 and Tier 3 behavior interventions to small groups or individual students as determined by the schools Guidance Team. Observe students collect data on students behavior stabilize student behavior create and/or implement positive behavior systems train staff and collaborate with student team meetings.

COMMITMENT TO EQUITY:

The Bellevue School District is committed to a diverse workforce representative of our students one that embraces and models cultural competency as an international community.

DUTIES & RESPONSIBILITIES: (These duties are a representative sample; position assignments may vary.)

Support individual students whose behavior is detrimental to their learning and the learning of others by implementing positive behavior systems interventions and strategies.
Assess and analyze function of students behavior with school team.
Collaborate with school team to plan strategies to replace disruptive negative behaviors by teaching students positive productive and socially appropriate replacement behaviors.
Provide on-going support for staff members during school transitions lunch times and recess sessions related to the use of positive behavior support strategies.
Collaborate with a variety of school team members which may include individual teachers grade level teams PBIS committee behavior intervention specialists classroom teachers administrators school psychologists school counselors consultants and other specialists.
Assess Schoolwide and Classroom PBIS Tier 1 and the effect of classroom management on students behaviors.
Observe visual support system(s) being utilized (if applicable).
Determine and/or assess triggers which appear to escalate student.
Confer with the Assistant Principal and Principal.
Observe and record data on targeted positive behaviors and negative behaviors.
Include student input in reward system plan to include his/her motivators.
Document student escalations on Antecedent Behavior Consequence (ABC) forms.
Collaborate with school team members to develop and implement positive behavior reinforcement systems including positive reinforcement charts daily schedules necessary visual supports routines and interventions to help student learn successfully in the classroom using appropriate behavior.
Train staff working with the student on systems and positive reinforcement strategies.
Obtain read and follow students Individual Education Plan (IEP) Functional Behavior Assessment (FBA) Behavior Intervention Plan (BIP) and Aversive Intervention Plan (AIP).
Suggest additional visual supports needed to help student succeed.
Create written daily schedules student behavior expectations create and/or revise positive behavior reinforcement charts create and/or revise negative behavior tracking chart and other written documents designed to help student improve their behavior.
Communicate assignment progress with Behavior Intervention Specialist almost daily.
Write intervention summary and provide to Behavior Intervention Specialist.
Prepare staff training binder with students positive behavior reinforcement systems positive reinforcement charts and daily schedules to train staff for specific cases.
Model positive behavior interventions and train staff in effective positive behavior supports.
Utilize BSD behavior resources and provide behavior reference material to teachers as needed.
As needed follow up one to three weeks post-intervention assess the extent that intervention recommendations have been implemented and consult with team on modifications needed to best support students.
Performs related duties as required.

REPORTING RELATIONSHIPS:

Reports directly and supervised by the Building Administrator.

EDUCATION & EXPERIENCE (positions in this class typically require):

Required:

High school graduation or equivalent and an Associates (AA) Degree or higher two years of college or pass a formal state or local academic assessment that meets specific criteria.
Training and/or experience in implementing PBIS (Positive Behavior Intervention and Support) theory and practice.
Experience working with other members of a department or team to accomplish common goals.

KNOWLEDGE (position requirements at entry):

Knowledge of child development theory and its implications for teaching and learning.
A variety of reading and/or math methods.

SKILLS (position requirements at entry):

Ability to communicate effectively with staff students and parents orally and in writing.
Ability and willingness to work with students and families of diverse social cultural and economic backgrounds.
Position requires the ability to problem-solve and sometimes deal with challenging situations.
Ability to meet and maintain confidentiality punctuality and attendance expectations.
Ability to meet and maintain punctuality and attendance expectations.
Ability to perform all duties in accordance with all applicable Board policies and district and legal requirements

PHYSICAL REQUIREMENTS:

Positions in this class typically require: stooping kneeling crouching reaching standing walking pushing pulling lifting finger dexterity grasping talking hearing seeing and repetitive motions.

Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time.

Incumbents may be subjected to moving mechanical parts odors chemicals extreme temperatures inadequate lighting workspace restrictions and intense noises.

CONDITIONS OF EMPLOYMENT:

AISP Paraprofessional Salary Schedule pay rangeD $ 31.26/hour to $ 32.62/hour (starting hourly rate $ 32.62/hour) based on negotiated collective bargaining agreement. M-F 7:30am to 4:00pm for a 192-day annual assignment. This position iscovered by a collective bargaining agreement.

Medical dental vision long-term disability and life-insurance eligibility is based upon 630 hours worked within a school year. Retirement provided through Washington State Department of Retirement Systems.

NOTE:

The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the business needs of the department.

Verification of identity and United States work authorization must be completed. The successful candidate for this position must be fingerprinted. Employment is contingent upon clearance by Washington State Patrol and Federal Bureau of Investigation.

Bellevue School District does not discriminate in any programs or activities on the basis of sex race creed religion color national origin age veteran or military status sexual orientation gender expression or identity disability or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts of America and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination:

Civil Rights Racial Discrimination and Gender Expression or Identity Discrimination:
Civil Rights/Nondiscrimination Compliance Coordinator Nancy Pham or

Sex-based Discrimination including Sexual Harassment:
Title IX Coordinator: Jeff Lowell or

Disability Discrimination:
Section 504/ADA Coordinator: Kerince Bowen (425) or

Mailing address for all three: 12111 NE 1st Street Bellevue WA 98005.

Required Experience:

Unclear Seniority