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Behavior Support Specialist JobID: 3957

+ Position Type:

Teaching/ Teaching

+ Date Posted:

5/2/2025

+ Location:

Special Education

+ Date Available:

2025

+ Closing Date:

05/09/2025

Position Information

Bargaining UnitRTA

Job LocationSpecial Education

Job TitleBehavior Support Specialist

Hours35

BracketN/A

Salary/Range

$50,500 - $71,997 (Starting pay range, depending on experience)

ABOUT RCSD: The Rochester City School District is nestled in the heart of the vibrant and culturally rich city of Rochester, New York. With a backdrop of picturesque landscapes and a burgeoning educational atmosphere, our district is dedicated to providing an exceptional experience for all students.Comprising a diverse and dynamic student body of nearly 24,000 students, our district proudly reflects the mosaic of Rochester's diverse population, fostering an environment of inclusivity and mutual respect. Our 52 preschool sites, 45 schools and 10 alternative programs cater to a variety of learning styles and needs, ranging from innovative magnet programs to traditional neighborhood schools. Our mission is to foster students’ individual talents and abilities in a nurturing environment of equity. We seek to empower students with the knowledge and skills necessary to succeed in an ever-evolving world, promoting critical thinking, creativity, and collaboration.Guided by a forward-thinking philosophy, our dedicated superintendent and school board are committed to achieving excellence in education. With a focus on facilitating academic achievement, personal growth, and social responsibility, our district strives to prepare students for a bright future. Together, we work towards equipping each student with the tools they need to become lifelong learners and valuable contributors to both their local community and the global society.

The role of the Behavior Support Specialist is to provide ongoing support services to elementary and secondary staff and students in order to support the development and implementation of positive behavioral supports and interventions. The candidate must possess skills and experience working with students who have emotional disabilities, Autism Spectrum Disorder, significant behavioral/management needs and/or mental/health concerns. In addition, the candidate must have experience in the implementation of positive behavioral support systems, developing universal, strategic and intensive behavior plans, and elementary or secondary instruction. This candidate must be able to work with a variety of staff, student support teams, students, and parents.

ESSENTIAL FUNCTIONS:

• Observes student behavior, environments, instructional programs, assesses needs, and consults with staff

• Assists classroom teachers in developing individual student and/or group positive behavioral/ instructional supports and/or interventions

• Prioritizes needs of classroom teachers to support the environment, activities, transitions, and instructional delivery

• Meets with individuals or groups of students who have aggressive, defiant, destructive or constantly disruptive behaviors to identify the function of their behavior and teach/identify alternative replacement and desired behaviors

• Conference with teachers and parents (individual or group) to develop consistent positive behavioral support/intervention plans

• Maintains liaison with parents, school staff, and community resources

• Assists building level personnel in understanding the function of behavior for students with emotional disabilities, Autism Spectrum Disorder, significant behavioral/management needs and/or mental/health concerns

• Facilitates or assists student support teams in the development and implementation of behavioral support plans, behavioral intervention plans and crisis plans

• Provide modeling, coaching and professional development on multi-tiered systems of behavioral supports to school staff working with students with emotional disabilities, Autism Spectrum Disorder, significant behavioral/management needs and/or mental/health concerns

• Participate in the Committee on Special Education as an additional member to bring qualitative and quantitative data as it relates to the function of a student’s behavior

• Confers with classroom teachers and administrators in creating alternatives to suspension for students

PHYSICAL DEMANDS:

• Ability to negotiate classrooms and school environments in order to perform responsibilities

• Actively supervise and monitor class/students during school hours as needed

EDUCATION, EXPERIENCE, AND CERTIFICATION:

• New York State Certification in one of the following areas:

o Special Education Teacher

o School Social Worker

o School Psychologist

o School Guidance Counselor

• Five (5) years successful experience in educational setting

• Three (3) years’ experience with students with emotional disabilities, Autism Spectrum Disorder, significant behavioral/management needs and/or mental/health concerns

• Experience with intervention teams, Functional Behavioral Assessments (FBA), Behavioral Intervention Plans (BIP), and Positive Behavioral Support systems

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