BEHAVIOR SUPPORT SPECIALIST

Beginning August 2026

10 months

Serving multiple schools

DCS BEHAVIOR SPECIALIST

General Statement of Job

Performs difficult professional work acting as a resource to staff and students needing behavior assessments, interventions, training, placement or outside resource referrals, providing assessments and crisis intervention services, leading and attending various behavior and teaching team meetings, keeping related records and files, and related work as apparent or assigned. Works directly with staff to create positive, disciplined, supportive learning environments. Assists teachers and administrators in achieving goals by providing consultation, coaching, and professional development related to management and/or discipline strategies. Support district goals to decrease suspensions, minimize serious discipline violations and increase student achievement and graduation. Reports to the Director of Exceptional Children.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

• Provide direct support to students by assisting in developing, implementing, and monitoring behavior management plans/strategies and ensuring they are implemented with fidelity.
• Assist in the development of programs, assessments, collection/ analysis of data that will promote positive classroom experiences for all students. This could include doing observations, creating behavior intervention plans, and functional behavior assessments.
• Facilitate student groups targeted at developing appropriate social, coping, and conflict resolution skills
• Respond to students in crisis and implement proactive strategies to prevent crises.
• Support classroom teachers through consultation and coaching to encourage replacement of undesirable student behaviors and intervention with fidelity in the classroom setting for maximum student success.
• Consult with appropriate faculty, parents, and community agencies to facilitate the development and communication of strong intervention plans that bridge home, school, and community agencies
• Support EC teachers with intervention implementation and data collection
• Create and conduct staff training around behavior supports and MTSS. Participate in district MTSS support as requested by the EC Director.
• Support school MTSS & IEP teams in implementing behavioral services and conducting Functional Behavior Assessments and Behavior Intervention Plans.
• Works with staff in developing data collection systems, monitoring data collection, analyzing data, and making recommendations for changes to ensure the effectiveness of interventions and instructional strategies.
• Performs related work as required.

KNOWLEDGE, SKILLS AND ABILITIES

• Thorough knowledge of the principles, practices and procedures of behavior evaluation and assessment, crisis intervention and training.
• Thorough knowledge of community agencies available to serve and assist students.
• Knowledge of state and federal guidelines and procedures for students with disabilities, as well as knowledge of IEP development and implementation.
• Ability to conduct interviews and assessment sessions effectively and to analyze attitudes and problems objectively.
• Ability to communicate ideas clearly and concisely, orally and in writing.
• Ability to motivate students and staff.
• Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.
• Ability to maintain detailed files and records.
• Ability to learn specialized equipment and software, as well as operate standard office equipment and related hardware/software.
• Ability to establish and maintain effective relationships with students, parents, staff, and administration.

MINIMUM TRAINING AND EXPERIENCE

Bachelor's degree or NC licensure in special education required. Strong experience and knowledge of Applied Behavioral Analysis (BCBA or RBT) preferred. Masters degree in behavior field preferred.

Proven track record of coaching educators and leading MTSS/PBIS initiatives. Experience with autism spectrum disorders and IEP development.

Special Requirements:

• Must hold or have the ability to attain a valid North Carolina teaching license in Special Education
• Non-violent crisis intervention training certification within six (6) months

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment, classroom tools, and technology, including those for children with special needs. Must be able to exert up to 10 pounds of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light to Medium Work. Occasionally requires stooping, kneeling, crouching or crawling, reaching, pushing, pulling, and lifting.

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from colleagues or supervisors.

Language Ability: Requires the ability to read and prepare a variety of instructional materials, correspondence, reports, handbooks, forms, lists, etc.

Intelligence: Requires the ability to rationalize and solve problems with a variety of variables, aligned with policies, procedures, and professional expectations.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to use mathematical operations and apply mathematical skills to solve work-related problems; including but not limited to adding, subtracting, and utilizing decimals and percentages.

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Must have minimal levels of eye/hand/foot coordination.

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.