• Demonstrated expertise in Applied Behavior Analysis (ABA) principles and evidence-based behavioral interventions in school settings

• Knowledge of Tier I, Tier II, and Tier III behavioral intervention systems and multi-tiered systems of support (MTSS)

• Knowledge of IDEA, FAPE, manifestation determination requirements, and special education compliance procedures related to student behavior

• Ability to collect, analyze, interpret, and present behavioral data to support decision-making and intervention planning

• Ability to develop and monitor data-driven behavioral interventions and implementation systems

• Strong written and verbal communication skills, including behavioral documentation and report writing

• Demonstrated ability to collaborate effectively with multidisciplinary teams, families, and community providers

• Demonstrated ability to train, coach, and support teachers, paraprofessionals, administrators, and related service providers in behavioral intervention practices

• Ability to work effectively with students demonstrating significant behavioral, emotional, developmental, and social-emotional needs

• Ability to maintain effective working relationships with school-based and central office personnel

Essential Job Functions

• Conducts and documents Functional Behavior Assessments (FBAs) and assists with the development, implementation, and monitoring of individualized Behavior Intervention Plans (BIPs)

• Provides district-wide behavioral consultation and technical assistance to special education programs and school-based teams

• Supports school-based staff in implementing evidence-based behavioral interventions and positive behavior supports with fidelity

• Provides coaching and technical guidance to behavioral support personnel, including Registered Behavior Technicians (RBTs), paraprofessionals, and instructional staff

• Conducts classroom observations and behavioral reviews to assess intervention effectiveness and support instructional planning

• Develops and monitors systems for collecting and analyzing behavioral data to measure student progress and intervention outcomes

• Trains teachers, paraprofessionals, administrators, and related service providers in behavior intervention strategies, data collection procedures, de-escalation techniques, and positive behavioral supports

• Models behavioral intervention strategies and provides real-time coaching and feedback to school-based staff

• Supports school teams in crisis planning, crisis response, and implementation of nonviolent crisis intervention practices

• Maintains certification and knowledge related to crisis prevention and intervention practices

• Collaborates with school psychologists, social workers, counselors, administrators, and IEP teams regarding behavioral programming and student supports

• Participates in manifestation determination reviews (MDRs), IEP meetings, and other compliance-related processes as appropriate

• Supports the development and implementation of district-wide behavioral support frameworks and practices aligned to special education programming and multi-tiered systems of support (MTSS)

• Assists with professional learning opportunities related to behavioral supports and evidence-based practices for school and district staff

• Maintains required documentation, records, and reports in accordance with district, state, and federal requirements

• Performs other duties as assigned by the Director of Special Education or designee

Supervisory Responsibilities

This position does not provide formal supervisory or evaluation authority. The incumbent may provide technical guidance, coaching, and implementation support to behavioral support personnel and school-based staff.

Environmental Factors and Physical Requirements

The environmental factors and/or physical requirements of this position include the following: While performing the duties of this job, the employee is required to have ordinary ambulatory skills sufficient to visit school and program locations throughout the district; and the ability to stand, walk, stoop, kneel, crouch, and manipulate (lift, carry, move) light to medium weights of 10–50 pounds. Requires good hand-eye coordination, arm, hand, and finger dexterity, including the ability to grasp, and visual acuity to use a keyboard and review behavioral documentation and student data. The employee frequently is required to sit, reach with hands and arms, talk, hear, and respond appropriately in behavioral and crisis situations.

Additional Information

Charles County Public Schools reserves the right to re-advertise and modify the content of vacancy announcements at any time; however, this may be the only notice for this position during the noted advertisement period.

Charles County Public Schools does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, age, or disability in its programs, activities, or employment practices.