Behavior Specialist

Primary Purpose Provide district-level support to campuses in the implementation of effective behavior systems and interventions. The Behavior Specialist collaborates with campus teams, Behavior Facilitators, and district staff to build capacity, ensure consistency of practices, and support students with significant behavioral needs. This role emphasizes proactive supports, coaching, and problem-solving to improve student outcomes across assigned campuses. Behavior Specialists support assigned campuses and work in partnership with campus-based Behavior Facilitators, who serve as the primary responders to behavior needs. The Behavior Specialist provides escalated support, coaching, and systems-level guidance. Qualifications Education/Certification Bachelor's degree in education, psychology, behavior analysis, or related field Valid Texas certification (e.g., Special Education, School Psychology, or related field)

Preferred:

Board Certified Behavior Analyst (BCBA) or coursework in behavior analysis Special Knowledge/Skills Knowledge of behavior intervention strategies, functional behavior assessments (FBA), and behavior intervention plans (BIP) Understanding of MTSS and tiered behavior supports (Tier

I, II, III

) Ability to analyze behavioral data and use it to guide decision-making Strong consultation, coaching, and collaboration skills Ability to model and support implementation of behavior strategies in real-time settings Knowledge of state and federal laws related to discipline and students with disabilities Strong communication and interpersonal skills Experience Minimum of three years of experience working with students with behavioral needs Experience supporting staff and/or leading behavior initiatives preferred Major Responsibilities and Duties District & Campus Support Provide support to assigned campuses in developing and implementing effective behavior systems and practices. Collaborate with campus administrators, Behavior Facilitators, and staff to address student behavioral needs. Serve as a secondary level of support when campus-based interventions require additional expertise. Assist campuses in developing, implementing, and monitoring Behavior Intervention Plans (BIPs). Coaching & Capacity Building Coach and support Behavior Facilitators in their role as campus-based first responders. Model effective behavior strategies and interventions within classroom settings. Provide ongoing training and professional development to campus staff on behavior supports and best practices. Build campus capacity to implement proactive and preventative behavior strategies. Intervention Support teams in identifying root causes of behavior and aligning interventions accordingly. Monitor fidelity of behavior plan implementation and provide feedback for improvement. Data & Systems Analyze discipline, referral, and behavioral data to identify trends and guide decision-making. Support campuses in using data to improve Tier I, II, and III behavior supports. Participate in district-level behavior meetings to review data, systems, and outcomes. Collaboration & Communication Work collaboratively with Special Education staff, general education staff, and related service providers. Support problem-solving through structured campus meetings (e.g., SOS or behavior meetings). Communicate regularly with the Director of Special Services regarding campus needs, trends, and concerns. Crisis & Intensive Support Provide guidance and support during escalated behavior situations when campus teams require additional assistance. Assist campuses in developing plans for students with intensive behavioral needs. Support debriefing and planning following significant behavioral incidents. Other Duties Maintain confidentiality of student and staff information. Comply with all district, state, and federal policies and procedures. Perform other duties as assigned by the Director of Special Services.

Working Conditions Travel:

Frequent district-wide travel to assigned campuses.

Environment:

Occasional exposure to challenging student behaviors, including potential physical risk.

Responsiveness:

Ability to respond to urgent campus needs.