Special Education Behavior Specialist (2026-2027)

SUMMARY:

The Special Education Behavior Specialistprovide support and services designed to assist in the implementation of behavior and social programs for students with behavioral difficulties to include consultation with staff parents and students completion of functional behavior assessments assistance in the development of behavior intervention plans assistance with designing appropriate individualized behavioral recommendations for students assistance with the development and implementation of evidence-based behavior programs modeling specialized strategies and providing professional development for staff and learning opportunities for parents.

The essential functions pursuant to the Americans with Disabilities Act may include the characteristic duties and responsibilities noted herein however this list represents examples only and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

• Model KISD core organizational beliefs and values;perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement.

• Provide program support and service delivery; communicate effectively within and across teams andparticipatein cross-functional work groups.

• Maintain a commitment to theDistrictmission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.

MAJORRESPONSIBILITIES AND DUTIES

Fundamental Responsibilities

• Conduct functional behavior assessments.

• Facilitate the development and implementation of behavior intervention plans.

• Assess and implement home/school behavior intervention support models.

• Provide staff development focusing on students with difficult behaviors and related topics.

• Provide interventions for students with difficult behavior.

• Train and coach paraprofessionals assigned to students with difficult behaviors.

• Support campus administrators with discipline related issues including theManifestation Determination Review (MDR)process.

• Support the implementation of an instructional therapeutic and/or skill development program for assigned students and show written evidence of effectiveness.

• Participate in ARD Committee meetings on a regular basis.

• Be a positive role model for students.

Communication

• Establish andmaintaina professional relationshipand open communication with parents students colleagues and community members.

Professional Growth and Development

• Participate in bi-annual Nonviolent Crisis Intervention training.

• Participate in staff development activities to improve job-related skills.

• Comply withStateDistrict and school regulations and policies for classroom teachers.

• Attend and participate in faculty meetings and serve on staff committees as required.

Other

• Maintain confidentiality.

• Keep informed of andcomply withfederal state district and school regulations and policies for special education teachers.

• Develop andmaintainsystems for retrieval of information in support of all programs; compilemaintain file and secure all physical and computerized reports records and other required documents.

• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research.

• Comply withall policies operating procedures legal requirements and verbal and written directives.

• Comply withthe Professional Code of Ethics and Standard Practices forTexasEducators.

• Follow District safety protocols and emergency procedures.

• Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

• Valid Texas teaching certificate Special Ed and General Ed with requiredSpecialEducation endorsements for assignments

• Masters degreein a related fieldfromanaccredited universitypreferred

• Valid TexasBehavior Analyst Licensepreferred

Experience:

• Three (3) yearsofexperience working with school-aged children with moderate to severe disabilities autism and related disorders or other developmental delays

• Experience and training in performance of functional behavior assessments and functional analysis assessments development of behavior plans training and use of emergency behavioral interventions

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

• Demonstrate ability to intervene ina crisis situationand physically restrain students as necessary

• Demonstrateexpertisein teaching the Texas Essential Knowledge and Skills (TEKS)

• Exhibit effective interpersonal skills and willingness to work collaboratively with classroom teachers and parents

• Demonstrate effective coaching problemsolvingand conferencing skills

• Express a commitment to professional growth and learning

• Demonstrate understanding of federal andstatespecial education laws

• Demonstrate knowledge of autism spectrum disorder and research-based behavior support models

• Demonstrate knowledge of emotional disturbance and research-based behavior support models

• Expertisein the development and implementation of behavior intervention plans strategies and tools

• Expertisein the development and implementation of visual strategies for student support

• Thorough understanding of the components of a positive behavior support system

• Excellent organization and communication skills

• Knowledge and understanding of in-home and parent training requirements needs assessments and implementation of services

SUPERVISORY RESPONSIBILITIES:

• None

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

• Personal computer phone systems video/instructional equipment and peripherals

Posture:

• Prolonged siting and standing; frequent kneeling/squatting bending/stooping pushing/pulling and twisting

Motion:

• Frequent walking; repetitive computer work with frequent use of hands and wrists

• Perform Nonviolent Crisis Interventions including de-escalation techniques as well as restrictive and nonrestrictive physical interventions.

Lifting:

• May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities control behavior through physical restraintassistnonambulatorystudents and lift and move adaptive and other classroom equipment

• May lift and move textbooks and classroom equipment

Environment:

• Exposure to biological hazards

• Work to be completed on-site from assigned school or building;regular exposure to noise and computer monitors

• No remote work

Mental Demands:

• Work with frequent interruptions;maintainemotional control under stresswork;prolonged or irregular hours

INTENT AND ACKNOWLEDGEMENT:

This description is intended toindicatethe kinds of tasks and levels of work difficulty required of positionsgiventhis title and shall not be construed as declaring what the specific duties and responsibilities of anyparticular positionshall is not intended to limit or any waymodifythe right of any supervisor to assigndirectand control the work of employees under use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.

Required Experience:

IC