Behavior Specialist

Austin Achieve Public Schools is a tuition-free, open-enrollment public charter school district preparing Austin youth to attend and excel at the nation's top colleges and universities. Our educators are passionate advocates for our scholars and their families, committed to closing the opportunity gap for underserved communities. At Austin Achieve, you are joining a network of individuals committed to excellence. We have ambitious plans to scale our system to serve the children in our communities better and are looking for educators who are ready to drive transformative change. We are looking to hire a Behavior Specialist to strengthen the district-wide quality, consistency, and effectiveness of behavioral support services for scholars with IEPs across Austin Achieve Public Schools. The Behavior Specialist will support all campuses across the district with a focus on behavior intervention planning, Functional Behavioral Assessments, Behavior Intervention Plans, staff coaching, crisis prevention, de-escalation, data collection, classroom support, restorative practices, and the implementation of positive behavior supports. The Behavior Specialist provides both direct and consultative behavioral support. This role works closely with Special Education staff, general education teachers, campus leaders, social workers, restorative practices staff, paraprofessionals, families, and district leaders to support scholars whose behavioral needs impact access to instruction, participation in the school environment, or progress toward individualized goals. Essential Duties and Responsibilities: Assist the Senior Director of Special Services in the management and improvement of district-wide behavioral support systems and behavior intervention practices Appraise behavioral functioning of individual scholars and process referrals of scholars with behavioral needs for behavior support services Conduct Functional Behavioral Assessments and develop Behavior Intervention Plans in collaboration with campus teams, families, evaluation staff, and ARD committees, as appropriate Support the development, implementation, monitoring, and revision of Behavior Intervention Plans for scholars with behavioral needs Maintain a caseload of scholars requiring behavioral support and provide direct in-class, small-group, or individualized behavioral support as appropriate Provide behavior support using research-based practices, including but not limited to positive behavior interventions and supports, applied behavior analysis principles, restorative practices, de-escalation strategies, reinforcement systems, replacement behavior instruction, and trauma-informed approaches Recommend appropriate positive behavior interventions and strategies to teachers, support staff, parents, campus leaders, and other Austin Achieve staff Assist teams in resolving behavioral or disciplinary concerns for scholars with disabilities and other scholars requiring behavioral support Consult with campus leadership regarding programs, practices, procedures, and systems related to the management and support of scholar behavior while remaining mindful of each school’s individual community and culture Coordinate with classroom teachers and Special Education staff to develop measurable behavior goals, objectives, replacement behaviors, data collection systems, and strategies for meeting scholar needs Support ARD committees in developing or revising behavior goals, behavior supports, and Behavior Intervention Plans aligned to scholar needs Ensure that Behavior Intervention Plans are implemented appropriately, consistently, and in alignment with scholar IEPs, campus systems, and Austin Achieve values Work with Special Education and general education staff to develop data collection systems, monitor data collection, and analyze behavioral data to determine the effectiveness of interventions and supports Support teachers and staff in using behavioral data to identify patterns, adjust interventions, monitor progress, and determine next steps Provide technical support and training related to positive behavior supports, applied behavior analysis principles, classroom routines, environmental supports, visual supports, reinforcement systems, de-escalation, crisis prevention, and implementation of individualized behavior strategies Observe classroom environments and scholar behavior to determine whether behavior plans, accommodations, environmental supports, and intervention strategies are being implemented with fidelity Conduct classroom observations, feedback conversations, modeling, planning support, and coaching cycles with teachers and staff related to behavior intervention implementation Support teachers in establishing classroom structures, routines, transitions, and proactive behavior supports that reduce escalation and increase scholar access to instruction Provide coaching and support to paraprofessionals and one-on-one staff implementing behavior intervention plans, crisis prevention strategies, reinforcement systems, and individualized supports Train and assist one-on-one staff in effective shadowing, prompting, fading, proximity, reinforcement, data collection, and independence-building techniques Participate in the Admission, Review, and Dismissal process as needed to review behavioral data, consult on behavior programming, support FBA/BIP development, and assist with behavior-related goals and supports Support campus teams with behavior-related components of manifestation determination reviews, disciplinary change of placement considerations, and legally required behavior planning processes, as appropriate Collaborate with Licensed Specialists in School Psychology, evaluation staff, counselors, social workers, restorative practices staff, related service providers, and campus leaders to support scholars with significant behavioral, emotional, or adaptive needs Assist with referrals to available community agencies or outside supports in collaboration with the Senior Director of Special Services, Licensed Specialist in School Psychology, and campus support teams, as appropriate Collaborate with restorative practices staff, social workers, counselors, and campus leaders to support classroom-based behavior intervention and prevention systems Assist in coordinating school-based behavioral intervention plans that utilize campus supports, restorative practices, mental health supports, intervention systems, and Special Education services, as appropriate Support campus teams following significant behavior incidents by assisting with debriefs, data review, prevention planning, and revisions to scholar support plans Support district systems related to restraint prevention, de-escalation, crisis response, documentation, staff training, and post-incident review in alignment with district procedures and applicable requirements Develop and facilitate professional development for Special Education staff, general education staff, paraprofessionals, campus leaders, and families related to positive behavior interventions, FBA/BIP implementation, data collection, de-escalation, restorative practices, classroom supports, and effective service delivery Provide parent education opportunities related to understanding behavior needs, prevention strategies, reinforcement systems, de-escalation, routines, and supporting behavior intervention plans at home, when appropriate Consult with teachers, school psychologists, related service providers, paraprofessionals, campus leaders, and parents regarding behavior intervention implementation and scholar progress Prepare clear, organized, and professional behavior reports, progress summaries, observation notes, FBA documentation, BIP documentation, and data summaries as needed Participate in professional growth activities such as conferences, trainings, staff meetings, program visits, and district professional development Participate in staff development, research, and program development related to effective behavioral supports, crisis prevention, restorative practices, and innovative service delivery models Perform other duties as assigned by the Senior Director of Special Services Qualifications: Bachelor’s Degree required; Master’s Degree preferred Active, valid Texas Special Education certification required At least 2 years of experience as a Special Education teacher or behavior support provider preferred Experience working with scholars with disabilities, including scholars with autism, emotional disturbance, intellectual disabilities, developmental delays, behavioral needs, and/or significant support needs preferred Experience conducting Functional Behavioral Assessments and developing Behavior Intervention Plans preferred Possession of BCBA certification is highly desirable Knowledge of Special Education laws and regulations, IEP implementation, FBA/BIP requirements, behavior intervention systems, manifestation determination processes, and scholar discipline protections for students with disabilities Knowledge of positive behavior interventions and supports, applied behavior analysis principles, de-escalation, crisis prevention, restorative practices, trauma-informed supports, and classroom behavior systems Knowledge and strong belief in a restorative and supportive approach to scholar behavior Training in Satori Alternative to Managing Aggression (SAMA), Crisis Prevention Intervention (CPI), or another district-approved crisis prevention/de-escalation model preferred Previous success working with second language learners and scholars from low-income and historically underrepresented backgrounds Strong written and verbal communication skills Strong ability to analyze behavioral data and use data to inform intervention planning Ability to coach adults, support paraprofessionals, model effective strategies, and lead professional learning Ability to collaborate effectively with families, teachers, campus leaders, Special Education staff, social workers, counselors, restorative practices staff, and district leaders Bilingual in Spanish strongly preferred Unquestioned integrity and commitment to Austin Achieve and our scholars Knowledge and Skills: Deep-seated belief in the mission and vision of Austin Achieve Be willing to do “whatever it takes” to ensure all scholars learn Hold all scholars to the highest expectations to ensure college readiness Strong time management, organizational, and problem-solving skills; ability to manage multiple tasks simultaneously and meet tight deadlines Strong understanding of Special Education, IEP implementation, FBA/BIP development, behavior intervention planning, data collection, de-escalation, positive behavior supports, restorative practices, and inclusive school environments Strong coaching, communication, planning, and relationship-building skills Ability to observe behavior, identify patterns and root causes, provide clear recommendations, and support implementation over time Ability to develop practical and measurable behavior goals, replacement behaviors, data systems, and intervention strategies Ability to support teachers and staff in implementing behavior plans with fidelity in classroom and school-based settings Ability to communicate clearly and professionally with families regarding behavior supports, progress, and next steps Ability to remain calm, professional, and solutions-oriented during stressful or escalated situations Ability to maintain clear role boundaries by supporting behavior intervention planning and implementation without independently changing IEP services, disciplinary decisions, placements, or legally required committee decisions outside of the appropriate process Ability to collaborate effectively with Special Education staff, general education teachers, campus leaders, paraprofessionals, intervention teams, families, and district leaders Demonstrates a growth mindset and a desire to continually improve through feedback, coaching, and professional development Helps build and maintain a strong Special Services departmental culture rooted in professionalism, trust, collaboration, and transparency Statement of Non-Discrimination: In keeping with our beliefs and goals, no employee or applicant will face discrimination/harassment based on race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, or veteran status. People of diverse backgrounds are strongly encouraged to apply. #J-18808-Ljbffr ReNEW Schools