Behavior Support Specialist
Mesa Public Schools is an award-winning district and voted Best Place to Work in Mesa. With over 9,000 employees, we are the largest school district in Arizona. Families have sent generations of students through our schools, as we are the premier educational choice in Arizona.
Base Rate:
$26.23
Performance Pay:
Available annually
New hire experience:
1% of the base hourly rate granted for each year of verified like experience (within ten years) beyond the requirement, up to a ten-year maximum
New hire education:
1% of the base hourly rate awarded for an AA or higher degree if not required for the position
Class/Calendar:
B26, 9.25 months
Hours:
Full-time (40 hours per week)
FSLA:
Non-Exempt
Benefits:
Sick leave, holidays, matched retirement, health and life insurance
OVERVIEW
Mesa Public Schools is Arizona's largest school district serving approximately 59,000 students in kindergarten through 12th grade. The district is located just east of Phoenix in a diverse residential community supportive of education. Mesa students are frequently recognized for accomplishments in academics, the arts, career and technical education and athletics.
The position will work intensively with students in a specialized school designed to support them with significant emotional disabilities. The position will provide direct behavioral interventions, crisis intervention, and support to students while facilitating staff training initiatives, including the implementation of the ASPEN training model.
RESPONSIBILITIES AND DUTIES
Behavioral Interventions and Support
Provides direct behavior support to students, implementing individualized behavior intervention plans (BIPs) and monitoring their effectiveness. De-escalates dysregulated students using approved crisis intervention techniques, ensuring student safety and minimizing classroom disruptions. Works closely with classroom teachers and support staff to model and coach appropriate behavioral interventions. Collaborates with mental health professionals (social workers and school psychologist) to assess and adapt behavioral strategies for students as needed. Crisis Intervention and Student De-escalation Responds to behavioral crisis promptly, implementing appropriate intervention strategies to de-escalate students and maintain a safe environment. Supports staff in handling student behavioral challenges, ensuring that school-wide safety protocols are consistently followed. Maintains detailed records of student incidents and interventions for data tracking and progress monitoring. ASPEN Training and Staff Professional Development Facilitates and trains ASPEN training for staff, focusing on building staff capacity to manage students with emotional and behavioral challenges. Provides ongoing professional development for staff in behavior management, trauma-informed practices, and de-escalation techniques. Monitoring and Progress Tracking Maintains behavioral progress tracking systems to monitor student improvement and the effectiveness of interventions. Uses data-driven analysis to evaluate student progress on behavioral goals and makes recommended adjustments to intervention strategies to school leadership and teachers. Regularly participates in Individualized Education Program (IEP) meetings to provide behavioral insights and input into student goals and plans. Collaborative Leadership and Communication Coordinates behavioral support across classrooms and with the broader school community. Collaborates with administrators, teachers, counselors, and parents to address student needs and develop comprehensive support plans. School-wide Positive Behavior Support Assists in the development and implementation of a school-wide positive behavior support system, promoting a safe, structured, and supportive learning environment. Assists with efforts to ensure that behavioral expectations are clear, consistent, and reinforced throughout the school. Other Duties as Assigned Participates in school improvement initiatives and district-level behavioral leadership meetings. Performs other related duties as required, ensuring the school's behavioral support framework is cohesive and effective. REQUIRED QUALIFICATIONS
To be eligible for this position, an applicant must meet the following required qualifications. Verification of these required qualifications is necessary. High School Diploma. Minimum of 3 years of experience working with students with significant emotional and behavioral disabilities in a school setting. Experience in applying behavior intervention techniques and crisis management. PREFERRED QUALIFICATIONS
It is preferred that the applicant possess the following preferred qualifications; however, the following qualifications are not required to be eligible for this position. Associate's degree. KNOWLEDGE, SKILLS, ABILITIES AND OTHER CHARACTERISTICS (KSAO):
To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The qualifications for this job description are representative of the knowledge, skill, abilities, and other characteristics necessary for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. KSAO's necessary for this position include, but is not limited to, the following: Handling crisis situations with calmness and professionalism. Ability to build relationships with students and staff. Fostering a positive, structured, and supportive learning environment for students with emotional disabilities. Promoting behavioral growth and academic success across the campus. Strong data analysis skills for progress monitoring and evaluation. Ability to lead staff training and professional development. Expertise in behavior management and de-escalation techniques. Collaborative teamwork to create a safe, supportive learning environment. Strong analytical abilities and problem-solving skills. Experience leading cross-function teams in a dynamic environment. Demonstrated skill and knowledge of computer. Ability to communicate, both verbally and in writing, clearly and effectively for all levels and types of audiences (technical and non-technical). Capacity to work cooperatively with teachers, administrators and other employee groups in an educational setting. Strong leadership skills with a self-starter attitude and the ability to manage multiple tasks simultaneously. Supervision
Director of Special Education, Coordinator of Specialized Programs
AN EQUAL OPPORTUNITY ORGANIZATION: The district does not discriminate on the basis of race, color, ethnicity, national origin, religion, sex or gender, sexual orientation, disability, age or marital status.