Behavior Support Specialist/PBIS 2026-27 Chinook Middle School

Bellevue School District • Bellevue, WA

6d • Onsite

About The Position

The Behavior Support Specialist - PBIS collaborates with school staff to ensure schoolwide positive behavior supports are in place so students can learn in a safe, civil, and respectful environment. The specialist provides Tier 2 and Tier 3 behavior interventions to small groups or individual students as determined by the school’s Guidance Team. The role includes observing students, collecting behavior data, stabilizing behavior, creating or implementing positive behavior systems, training staff, and collaborating in student team meetings.

This position is assigned to Chinook Middle School for the 2026–27 school year. It is a 36-hour-per-week assignment for 192 days annually, with a schedule of 7:15 a.m.–3:15 p.m. on Monday, Tuesday, Thursday, and Friday, and 7:15 a.m.–1:45 p.m. on Wednesday. The position is covered by a collective bargaining agreement and reports directly to, and is supervised by, the Building Administrator. The hourly pay range is $32.25–$34.20, with a starting rate of $32.25, based on the negotiated collective bargaining agreement.

Medical, dental, vision, long-term disability, and life-insurance eligibility is based on working 630 hours within a school year. Retirement is provided through the Washington State Department of Retirement Systems. Employment is contingent on the stated identity and work-authorization verification, background and reference checks, fingerprint-based criminal-history check, sexual-misconduct information review, and Bellevue School Board approval. The District does not currently provide visa sponsorship.

Requirements

• High school graduation or equivalent, plus an Associate’s degree or higher, two years of college, or a qualifying formal state or local academic assessment.
• Training and/or experience implementing PBIS theory and practice.
• Experience working with members of a department or team to accomplish common goals.
• Knowledge of child development theory and its implications for teaching and learning.
• Knowledge of a variety of reading and/or math methods.
• Ability to communicate effectively orally and in writing with staff, students, and parents.
• Ability and willingness to work with students and families from diverse social, cultural, and economic backgrounds.
• Ability to problem-solve and deal with challenging situations.
• Ability to meet and maintain confidentiality, punctuality, and attendance expectations.
• Ability to perform duties in accordance with applicable Board policies and district and legal requirements.
• Ability to meet the physical demands described in the posting, including lifting up to 20 pounds occasionally and up to 10 pounds frequently.

Nice To Haves

• Spanish language skills are preferred.

Responsibilities

• Support individual students whose behavior interferes with their own learning or the learning of others by implementing positive behavior systems, interventions, and strategies.
• Assess and analyze the function of student behavior with the school team.
• Collaborate with the school team to plan strategies that teach positive, productive, and socially appropriate replacement behaviors.
• Provide ongoing support to staff during school transitions, lunch, and recess regarding positive behavior support strategies.
• Collaborate with school team members, including teachers, PBIS committees, behavior intervention specialists, administrators, psychologists, counselors, consultants, and other specialists.
• Assess schoolwide and classroom Tier 1 PBIS and the effects of classroom management on student behavior.
• Observe visual support systems when applicable and suggest additional supports as needed.
• Identify or assess triggers that appear to escalate students.
• Confer with the Assistant Principal and Principal.
• Observe and record data on targeted positive and negative behaviors, and document escalations using Antecedent Behavior Consequence (ABC) forms.
• Include student input and motivators in reward-system planning.
• Collaborate with the school team to develop and implement reinforcement systems, schedules, visual supports, routines, and interventions that support appropriate classroom behavior and learning.
• Train staff who work with students on behavior systems and positive reinforcement strategies; model positive behavior interventions and effective supports.
• Obtain, read, and follow students’ IEPs, FBAs, BIPs, and AIPs.
• Create or revise daily schedules, behavior expectations, positive reinforcement charts, negative behavior tracking charts, and other written behavior-support documents.
• Communicate assignment progress with the Behavior Intervention Specialist almost daily.
• Write intervention summaries and provide them to the Behavior Intervention Specialist.
• Prepare staff-training binders with student-specific behavior systems, reinforcement charts, and schedules.
• Use BSD behavior resources and provide behavior reference materials to teachers as needed.
• When needed, follow up one to three weeks after an intervention, assess implementation of recommendations, and consult with the team about modifications.
• Perform related duties as required.

Benefits

• Medical insurance eligibility based on working 630 hours within a school year.
• Dental insurance eligibility based on working 630 hours within a school year.
• Vision insurance eligibility based on working 630 hours within a school year.
• Long-term disability insurance eligibility based on working 630 hours within a school year.
• Life insurance eligibility based on working 630 hours within a school year.
• Retirement through the Washington State Department of Retirement Systems.

What This Job Offers

• Job Type: Full-time
• Education Level: Associate degree