Frontline Applicant Tracking - Edinburg CISD

Openings as of 3/26/2025

Behavior Specialist

JobID: 6859

Position Type:
  Administration/Specialist


Date Posted:
  1/15/2025


Location:
  Federal Programs Department


Date Available:
  01/15/2025


            
REPORTS TO:	Director of Student & Soc. Svcs.	APPLICATION DEADLINE:	Open Until Filled
LENGTH OF WORK YEAR:	226 days	DATE REVISED	01/09/2025
WAGE/HOUR STATUS:	Exempt
SALARY RANGE:	$65,423 Minimum    $91,277 Maximum	PAY GRADE:	NTP

PRIMARY PURPOSE:
Works collaboratively with campus staff and parents to develop effective proactive and responsive strategies to support students who are struggling with behavior. Review or develop campus-level and individual student crisis intervention plans, functional behavior assessments and/or behavior intervention plans for specific students. Work collaboratively with district staff to provide services and support to students with and without disabilities focusing on applied behavior analysis strategies and Positive Behavioral interventions and Support (PBIS) for behavior management. Provide consultation and training to campus and district staff and parents. Provide intervention, guidance, and support for students in crisis and/or needing behavior support.

QUALIFICATIONS:
Education/Certification:
Master’s degree from an accredited university with a concentration in behavior or applied behavior analysis, counseling, psychology, special education or related field of study and/or Graduate level certification in applied behavior analysis. 3+ years’ experience in conducting ABA therapy or applying techniques in applied behavior analysis in a related field.
Special Knowledge and Skills:
Knowledge of, or willingness to acquire knowledge of Multi-Tiered Interventions of Support (MTSS)
Comply with the Texas Educators’ Code of Ethics and BCBA Professional and Ethical Compliance Code for Behavior Analysts
Use effective communication skills, written and oral, to present information accurately and clearly to students, parents, and staff.
Maintain a professional relationship with colleagues, students, parents, and community members. 
Demonstrated knowledge of state and federal mandates, as they apply to special education.
Demonstrated knowledge of state and district policies, procedures and regulations regarding special education and students with disabilities.
Knowledge of the strategies of Applied Behavior Analysis (ABA) and the ability to implement those strategies with students.
Demonstrated knowledge of curriculum standards, best practices and appropriate curriculum accommodations/modifications for special education, grades PK through 12.
Excellent organization and communication (written and oral).
Proven ability to work cooperatively with staff, students, and parents.
Proven ability to adjust to and be flexible in a multitude of situations in the school environment.

MAJOR RESPONSIBILITIES AND DUTIES:
•  Collaborates with teachers in promoting the Implementation of school-wide positive behavioral interventions and supports, and coordinates activities to improve academic outcomes and school conditions for student learning.
•  Provides staff development in classroom management techniques and other topics for the purpose of developing skills and establishing relationships with students needing behavioral or emotional support.
•  Conducts evaluation of referred general education or special education students and students in crisis or who have recently had crisis intervention.
•  Conducts Functional Behavior Assessments, develop Behavior Improvement Plans and draft goals for students receiving support through multi-tiered system of support (MTSS), 504, or Special Education with parent or guardian consent.
•  Identifies strengths of children and positive reinforcement and motivation techniques for individuals through the FBA, classroom observations, and problem solving/team meetings.
•Works with individual students in 1:1 and small group settings to reinforce behavioral goals/objectives and assess agitation and escalation of behavioral change as outlined by the campus team.
•Maintains timely and accurate records of behavior incidents and supports the campus team with ongoing progress monitoring in accordance with the individual behavior plan.
•Designs and implements fidelity checks, IOA (Interobserver Agreement), etc. for current data collection systems to help make data-based decisions/ adjust programs if necessary.
•Establishes a positive rapport with students, co-workers and parents which conveys enthusiasm and caring.
•Shares responsibility and offers assistance to co-workers with the intent of gradually releasing responsibility for behavior support and intervention to the school-based team.
•Provides support to school personnel to ensure compliance with local, state, and federal special education policies and procedures throughout the campus.
•Collaborates with community agencies and service providers to support the healthy development of the student.
•Performs other related duties as assigned within the appropriate skill and experience capabilities expected for this position.

WORKING CONDITIONS:
Mental Demands/Physical Demands/Working Conditions
Computer software programs and peripherals, teacher resource materials and equipment, copier, fax, and other equipment applicable to position.
Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise.
Maintain emotional control under stress; work with frequent interruptions/deadlines and prolonged or irregular hours; Frequent walking, standing, stooping, bending, pulling and pushing; Occasional: Lifting and carrying 10-25 pounds frequently, 25-40 pounds occasionally, more than 45 pounds infrequently with assistance; Pushing/pulling 10-35 pounds sporadically; May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others; Frequent districtwide and occasional statewide travel.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Nondiscrimination Statement
Edinburg CISD does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs or activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: Title IX issues: Robert Vina, r.vina@ecisd.us ,Coordinator of Personnel/Legal Issues, ADA/504 issues: Sofia Hinojosa, sofia.hinojosa@ecisd.us , Director of Student & Social Services, 411 N. 8th Avenue, Edinburg, TX 78539, (956) 289-2300.
Edinburg CISD no discrimina por motivos de raza, color, origen nacional, sexo, discapacidad o edad en sus programas o actividades y brinda igualdad de acceso a los Boy Scouts y otros grupos juveniles designados. La siguiente persona ha sido designada para manejar consultas sobre las políticas de no discriminación Title IX issues: Robert Vina, r.vina@ecisd.us ,Coordinator of Personnel/Legal Issues, ADA/504 issues: Sofia Hinojosa, sofia.hinojosa@ecisd.us , Director of Student & Social Services, 411 N. 8th Avenue, Edinburg, TX 78539, (956) 289-2300.
 




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