Behavior Support Specialist - Lincoln Elementary School

Position Title Behavioral Support Specialist Unit Teacher/Certificated Job Code 440001 Division School Administration and Leadership Grade/Lane Varies Department School based FLSA Status Exempt MSDE Code 23 OVERVIEW Behavioral Support Specialists provide interventions that empower students to make informed decisions and improve academic and behavioral performance. They provide direct services for at-risk students through individual and group instruction related to behavior and other social-emotional needs. They provide individualized and proactive behavior support for students and work to de-escalate students experiencing dysregulation. Behavioral Support Specialists have a clear understanding of the learning process, the expectations of the school setting, and the social and emotional development of children. They work with parents, staff members and community agencies to promote positive behaviors and academic success while addressing physical, emotional and social struggles that serve as barriers to learning and performing. ESSENTIAL FUNCTIONS Reporting directly to the school principal, the Behavioral Support Specialist performs the following duties: Remain current on mental, emotional, and behavioral issues affecting students. Provide crisis intervention services. Respond to requests for crisis response and provides timely crisis intervention services. Provide individual and group instruction focused on emotional regulation, social skills, conflict resolution, problem-solving techniques, etc. Communicate with families to establish/promote a positive home-school partnership. Conduct social-emotional and behavior interventions with students. Collaboratively develop and implement Behavior Support Plans (BSPs) and Behavior Intervention Plans (BIPs). Identify and model behavior management and crisis intervention techniques for school staff. Facilitate conflict resolution sessions. Participate in Multi-Tiered Systems of Support (MTSS)/grade level team meetings. Participate in IEP meetings as appropriate. Maintain appropriate data regarding number of students served, placement of students, needs of students, needs of staff. Provide relevant professional learning opportunities related to trauma-informed practices and behavioral strategies. Model evidence-based behavioral interventions for school team. Provide training on strategies outlined in Behavior Support Plans (BSPs) and Behavior Intervention Plans to ensure consistency of implementation and fidelity of interventions. Perform other duties as assigned by the principal. REQUIRED QUALIFICATIONS Education/Training/Experience: Master's degree from an accredited college or university in social work, special education, general education, school counseling, applied behavioral analysis or other closely related field. Demonstrated successful implementation of student behavior management strategies Previous experience collecting and analyzing behavioral data to inform interventions. Certification/License: Possess a MSDE Professional Credential in a teaching or specialist area, OR possess one of the following licenses: o Maryland Licensed Certified Social Worker - Clinical (LCSWC); o Maryland Licensed Graduate Social Worker (LGSW); o Maryland Licensed Clinical Professional Counselor (LCPC); o Maryland Licensed Graduate Professional Counselor (LGPC); o Maryland Licensed Behavior Analyst (LBA); o Maryland Licensed Clinical Marriage and Family Therapist (LCMFT); or o Maryland Licensed Graduate Marriage and Family Therapist (LGMFT) Knowledge, Skills, and Abilities: Ability to demonstrate outstanding human relations and interpersonal communication skills in communicating with FCPS employees, other organizations, and the general public. Ability to utilize de-escalation strategies and crisis intervention effectively. Ability to prepare and accurately maintain complex reports, files, data, and records. Ability to maintain the highest level of confidentiality. Ability to work with persons from diverse backgrounds. Knowledge of trauma and its impact on student behavior. Outstanding written and oral communications and interpersonal skills Ability to build relationships through interpersonal communications with school staff and families. Ability to navigate a variety of operating platforms to facilitate record-keeping and communication. Demonstrated ability to work cooperatively with parents/guardians and staff members to resolve disputes. Knowledge of special education policies and procedures Familiarity with FCPS policies, procedures, goals and programs. Regular and predictable attendance. Capable of performing the essential functions of the position with or without reasonable accommodation. Physical Requirements: Frequent prolonged and/or irregular hours. Ability to speak in an understandable voice with sufficient volume to be heard in normal conversation and on the telephone and in addressing groups. Ability to travel to school and other local locations, as well as state meetings, sometimes with little notice. Ability to maintain emotional control under stress. Ability to spend long hours sitting. Ability to reach with hands and arms. Sufficient manual dexterity to grasp, handle, manipulate, and/or feel objects and use office technology. Sufficient mobility to move about the work area. Sufficient vision to read and comprehend printed materials, see distant objects with clarity, and identify and distinguish objects. Sufficient hearing to hear and comprehend conversations in person and on the telephone, as well as distinguish sounds up to twenty (20) feet. Occasionally climb or balance. Occasionally stoop, kneel, crouch, or crawl. Occasionally lift five to ten (5-10) pounds. Work Environment: Moderate noise (examples: office environment with computers, printers, and telephones; regular conversations within offices, cubicles, hallways, and conference rooms; meetings one-on-one, in small groups, and large settings, etc.) Revised 05/2026 THIS JOB DESCRIPTION HAS BEEN WRITTEN TO INDICATE THE GENERAL NATURE AND LEVEL OF WORK PERFORMED BY AN EMPLOYEE HOLDING THIS POSITION. IT IS NOT WRITTEN TO INCLUDE OR BE INTERPRETED TO INCLUDE A COMPREHENSIVE INVENTORY OF ALL DUTIES, RESPONSIBILITIES, AND QUALIFICATIONS REQUIRED OF THE EMPLOYEE. NOTHING IN THIS DESCRIPTION RESTRICTS MANAGEMENT'S RIGHT TO ASSIGN OR REASSIGN DUTIES AND RESPONSIBILITIES OR ADD REQUIRED QUALIFICATIONS AT ANY TIME. FREDERICK COUNTY PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER PREFERRED QUALIFICATIONS Education/Training/Experience: Previous work experience in working with children in a PreK-12 setting. Three (3) years as a Licensed Clinical Social Worker, special education teacher, general education teacher, Licensed Clinical Professional Counselor, school social worker, school counselor, school therapist or school psychologist. Previous experience working with children and/or adolescents with significant behavioral and emotional difficulties. Certification/License: Credentialed by the Behavior Analyst Certification Board as a Board-Certified Behavior Analyst (BCBA). Certification in crisis prevention by the Mandt System, or other appropriate organization.