The Behavior Specialist position supports building teams and school staff, providing quality services through evidence–based practices of Positive Behavior Interventions and Support (e.g. PBIS implementation, Applied Behavior Analysis, etc.) and Social Emotional Learning

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Attend each assigned school’s behavior support team meetings to coach implementation of all three tiers of PBIS (i.e. school-wide, small group, and individualized supports)
Support school-based teams in establishing effective team meeting foundations and structures (e.g. team member roles, annual meeting calendar, agenda/note-taking format, etc.)
Coach school-based teams to make data-based decisions using a problem-solving model
Support the implementation of effective, evidence –based practices of (e.g. Applied Behavioral Analysis and Positive Behavior Support) across all three tiers of PBIS
Participates and coaches school-based staff in the process of Functional Behavioral Assessment and Behavior Intervention Plans for students with OR without special education services.
Provide professional development for school staff in on evidence-based practices for assessing and providing effective support to students with complex and challenging social-emotional needs, including functional behavioral assessment, behavior intervention plans, & crisis plans
Stay current on special education rules/regulations and program delivery methods.
Participate as an active member of the Office of Equity and actively collaborate to align PBIS and Social Emotional Learning with Title I/LAP and Student Support Services.
Collaborate with principals & other school staff to identify, plan, and implement professional development activities and determine follow-up support as needed.
Design and deliver professional development for parents, building-level teams, para-educators, and districtwide audiences.
Support school staff in collecting and analyzing fidelity and student outcome data at all three tiers of PBIS implementation
Actively participate on district leadership teams that support PBIS implementation
Other duties as assigned.

REQUIRED QUALIFICATIONS:
Education and Experience
Bachelor’s Degree in appropriate field
Two (2) years of classroom or clinical experience

Additional Requirements
Washington State Teacher’s Certificate or Washington State Educational Staff Associate Certificate (or ability to obtain one)
Professional evidence that demonstrates strong skills for collaborative leadership, coaching effective instructional practices, and supporting students and families.
Must be able to work some evenings or weekends

PREFERRED QUALIFICATIONS:
Master’s degree or Doctorate
Five (5) years of classroom or clinical experience
Endorsement in Special Education
Strong background in mental health and evidence-based positive behavior intervention (such as Clinical Psychologist, Clinical Social Workers, School Counselors, Special Education Teachers, and School Psychologists)
Board Certified Behavior Analyst (BCBA) Certification

CONDITIONS OF EMPLOYMENT:
Criminal background clearance
Valid Washington State Driver’s License
Work scheduled hours on a consistent basis

KNOWLEDGE OF:
Techniques and practices for students with a variety of externalizing and/or internalizing behaviors and disabilities.

ABILITY TO:
Participate as an active team member of a diverse team
Demonstrate strong skills in conflict resolution and management
Plan and implement in-service events for large and small groups
Communicate effectively verbally and in writing
Maintain effective working relationships with other people while teaching in a multi-cultural and mainstream setting
Operate a variety of modern office equipment including microcomputers and related software
Provide instructional leadership
Organize and set priorities
Exercise good judgment and maintain confidentiality
Adapt instructional materials and strategies to accommodate the wide range of skills which exist in a classroom
Apply current trends and practices in education
Use technology to enhance instruction
Be fair and consistent with all students
Provide guidance and assistance to staff
Meet responsibilities in a punctual and reliable manner
Comply with school board policies and follow administrative procedures.
Organize and perform job responsibilities efficiently and independently without close supervision
Pay strict attention to detail
Practice effective safety and security within individual work routines
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future”.
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

PHYSICAL DEMANDS:
The physical demands 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 regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to reach above and below their shoulders and bend/twist at the waist. The employee must regularly lift and/or move up to 10 lbs. and occasionally lift and/or move up to 35 lbs. and push/pull 100 lbs. Specific vision abilities required by this job include close vision, and ability to adjust focus.

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing 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 regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate. The position would have frequent interruptions and would occasionally work with angry or distraught people. Travel within district.

WORK SCHEDULE:
This is a school year position, 180 days, 7.5 hours per day, some flexibility for evening or weekends is required

REPORTING RELATIONSHIPS:
Position reports to and will be evaluated by the Executive Director of the Office of Equity or designee

REPRESENTATION:
Federal Way Education Association (FWEA)

LEVEL OF COMPENSATION
Federal way education association (FWEA) salary schedule

CLASSIFICATION HISTORY
Update 05/2016, 3/2018, 6/2020

Disclaimer The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.