2025-26 1.0 Behavior Specialist Student Support One Year Only Open Until Filled

Employment Begins: 2025-26 School Year

BEHAVIOR SPECIALIST

STANDARD POSITION DESCRIPTION

THIS IS A ONE YEAR ONLY POSTIONSCHOOL YEAR

Classification: Certificated Location: Assigned School(s)

Reports to: Director of Student Achievement

FLSA Status: Exempt Bargaining Unit: NTEA

This is a standard position description to be used for certificated teaching positions with similar duties responsibilities classification and compensation. The employee assigned to this position description may or may not be assigned all of the duties identified herein.

This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

Part I: Position Summary:

The Behavior Specialist will work with a special focus on the needs of students with significant behavioral challenges who may or may not be qualified for special education. This individual will collaborate with school administrators counselors and psychologists as well as members of Student Support Teams at individual buildings to provide support to students school staff and parents in the development of a behavioral program for individual students that will promote a positive school climate and a successful learning environment.

The Behavior Specialist will be responsible for students with both strategic and intensive behavioral needs within a Positive Behavior Intervention Support (PBIS) framework and will be required to participate in the planning and implementation of research-based interventions selected as part of the districts PBIS Tiers 2 and Tier 3 programs. Additionally the Behavior Specialist will work with school teams to develop an FBA and BIP for individual students and provide implementation support and monitoring. A minimum of five years of successful experience as a special education teacher school psychologist or related field in planning and delivering behavioral interventions for school-based youth with significant behavioral challenges is required.

The District represents a diverse community with a population of approximately 40% students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the Districts diverse populations.

Part II: Supervision and Controls over the Work:

The employee works with a high level of independence and professional discretion under the general supervision of a designated school administrator. The work is governed controlled and evaluated by acceptable professional practice school and district policies and regulations provisions of Washington Administrative Code and Revised Code of Washington direction of the supervisor and performance standards and expectations as set forth in the collective bargaining agreement.

Part III: Major Duties and Responsibilities (depending on specific assignment-duties and responsibilities listed may include but are not limited to the following):

• Provides behavioral support and training to teachers children and staff. Responsible for the delivery of a structured environment that includes the use of diverse evidence-based strategies for the support of students with behavioral needs. Conduct functional behavioral assessments and design implement and monitor behavior intervention plans for individual students.

• Plans and supports implementation of the essential components of an instructional program for students with behavioral needs to include: early intervention predictability and structure functional analysis of behaviors development of behavior intervention plans and systematic data monitoring.

• Provides support for the development of individualized student and family-centered educational plans in collaboration with school teams and district administrators.

• Works as a member of the districts Behavior Team and with members of school teams to assess student needs determine appropriate interventions set up appropriate progress monitoring plans analyze student data and complete Functional Behavioral Assessments with Behavior Intervention Plans in order to provide appropriate behavioral supports for students.

• Trains and coaches staff in behavioral strategies around conflict and crisis management anger control and goal-setting.

• Manage assaultive behaviors in alignment with District approved protocols policies and applicable laws.

• Assists in the creation of a Transition Support program to ensure that students receive skills necessary for successful full-time re-entry in general education classrooms and for transition to district middle or high schools.

• Provides crisis response and management for students who are experiencing significant behavioral and emotional challenges.

• Keeps appropriate records and inform administration and staff of student or family contacts.

• Training and supervision of Behavior Associates.

• Required to follow Board policies and stay abreast of updates and changes.

• Performs other duties as assigned.

Part IV: Minimum Qualifications:

• A minimum of five years of successful experience as a special education teacher school psychologist or a BCBA with school experience in planning and delivering behavioral interventions for school-based youth with significant behavioral challenges.

• Documented successful experience working in a variety of instructional settings with students with significant behavioral challenges and/or special education populations in one-on-one settings in addition to small and large group instruction.

• Valid Washington Teaching Certificate with P-3 and/or K-12 Special Education endorsement ESA as a school psychologist or related endorsement.

• Masters degree in Special Education or a related field.

• Must have a valid Washington State drivers license and automobile for on the job use.

• Must be knowledgeable regarding Positive Behavioral Intervention Support.

Part V: Desired Qualifications:

• Knowledge of and experience in evidence-based strategies for working with students with significant behavioral challenges.

• Experience in setting up and using data monitoring systems for behavioral management of students with severe behavioral challenges.

• Knowledge of behavior management strategies and development of Behavioral Intervention Plans for students in preschool through age 21.

• Experience in coaching school-based staff in behavioral strategies.

• Experience in providing professional development to teachers and other school staff.

• Documented competence in working with students with intensive behavioral needs in a school setting.

• Demonstrated knowledge of current strategies in the field of behavioral intervention with school aged children and youth.

• Demonstrated ability to use conflict resolution and crisis intervention skills.

• Knowledge of current special education program state and federal regulations.

• Demonstrated ability to relate in a positive way with students staff parents and the community.

• Demonstrated ability to plan organize facilitate and implement meaningful professional development activities.

• Ability to communicate orally and in writing with clarity.

• Ability to work cooperatively with staff administrators and support personnel in a team approach to solving individual student behavior problems.

• Ability to maintain high ethical standards throughout all duties.

• Ability to maintain confidentiality.

• Demonstrated sensitivity to ethnic cultural and religious diversity of students staff parents and community.

• Bilingual skills.

• Ability to support and value the efforts of ongoing cultural community projects and events.

• Must model and maintain exemplary punctuality and attendance.

Part VI: Physical and Environmental Requirements of the Position:

The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job the employee is frequently required to sit move about hear and speak.

The employee must routinely lift and carry materials weighing up to 50 pounds and may be required to restrain students weighing more than 100 pounds most typically when required to intervene in student safety issues.

Specific vision abilities required by this job include close vision distance vision color vision peripheral vision depth perception and the ability to adjust focus.

While performing the duties of this job the employee occasionally works in outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions fumes or airborne particles toxic or caustic chemicals. It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties. The noise level in the work environment is usually moderate but can be loud on occasion.

The employee may be exposed to infectious disease as carried by students exposed to student noise and learning resource noise levels may sit or stand for longer than 2 hours at a time may lift objects repeatedly and may undertake repeated motions.

The employee may be required to travel in school owned or leased vehicles while supervising and assisting students.

Insurance Benefits

Employees who are anticipated to work 630 hours during the school year (September 1 through August 31) are eligible for medical dental vision long term disability and basic life insurance benefits.

North Thurston Public Schools benefits are administered by the Washington State Healthcare Authority under the School Employees Benefits Board (SEBB). Click on the link information on available benefit options.

Retirement and Deferred Compensation

Eligible employees are required to be a member of the Washington State Department of Retirement Systems Plan. . For eligibility information check on the link to theDepartment of Retirement Systems web site.

Employees also have the ability to participate in tax deferred 403(b) and 457 Deferred Compensation Plans (DCP). These are supplemental retirement savings programs that allows you control over the amount of pre-tax salary dollars you defer as well as the flexibility to choose between multiple investment options.

Clink on the linkhttps:// for information on 457 plan (DCP) with the Department of Retirement Systems.

To enroll in an eligible 403(b) plan employees must consult with their own financial planner that is an approved vendor.

THIS IS A UNION POSITION

Equal Opportunity Employer

North Thurston 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 and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator and Title IX Officer: ; Section 504 Coordinator at . Address for both: 305 College St. NE. Lacey WA 98516.

IMPORTANT INFORMATION: Effective June 11 1992 pursuant to Public Law 92544 all new employees must complete a satisfactory fingerprint and sexual misconduct background check. All employment is considered temporary until receipt of satisfactory check. Proof that the fingerprinting process has begun must be supplied to Human Resources prior to the first day of employment.

Required Experience:

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