Specialist: Behavior - Early Childhood Education (2025-26)

Oakland Unified School District•Oakland, CA

50d

About The Position

Behavior Specialist: (1) will provide direct services and consultation to general education students, staff and parents in order to provide positive ways for working successfully with students who have difficulties conforming to acceptable behavior patterns within the general education setting; (2) will implement and/or oversee the implementation of procedures for the development and implementation of behavior assessments and positive intervention plans for general education students within Oakland Unified School District (OUSD); (3) will establish and maintain ongoing relationships with outside agencies serving District students and their families; and 4) will provide training, consultation and support to general education teachers, administrators and parents/guardians to increase the capacity of all caregivers to positively support student behavior.

Requirements

Master's degree or equivalent in applied behavioral sciences, psychology, education or other related fields
Three (3) years experience working with students with significant behavioral needs in educational or clinical settings (PreK-12 educational experience preferred)
Experience and training in performance of functional assessments, development of behavioral plans, and training and use of emergency behavioral interventions
Experience in the development and implementation of effective/social skills lessons
Experience and training in appropriate curriculum, instruction, classroom management and intervention techniques
Board Certified Behavior Analyst (BCBA) or BCBA-D required
Valid California Driver's License, if applicable
Knowledge of: State and federal mandates as they apply to behavior assessments, functional analysis assessments, and interventions in the schools including crisis management, emergency procedures, and prohibited interventions
Knowledge of: Applicable federal, state, and District codes, regulations, policies and procedures governing work scope
Knowledge of: Interpersonal communication, consultation and group leadership skills necessary to work effectively with students, parents, teachers and administrators
Knowledge of: Strategies of successful research-based positive behavior management strategies
Knowledge of: Applied behavior sciences
Knowledge of: Planning, organization and coordination needed for assigned program
Knowledge of: Meet the physical requirements of the job
Knowledge of: Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff
Knowledge of: Correct English usage, grammar, spelling, vocabulary and punctuation
Knowledge of: Computer software, hardware, and related technology
Ability to: Read and write at a level sufficient for the performance of assigned duties including independently producing professionally written reports and documents
Ability to: Effectively lead/facilitate group processes
Ability to: Provide consultation and advice to teachers and other school personnel to improve the behavior of targeted students
Ability to: Maintain confidentiality
Ability to: Communicate assessment results both orally and in writing
Ability to: Use effective instructional strategies and techniques for at risk learners
Ability to: Plan, organize, implement and supervise campus-wide programs
Ability to: Visit various work sites and inspect work in progress
Ability to: Keep and compile records and reports
Ability to: Understand and carry-out oral and written directions
Ability to: Communicate effectively, tactfully and persuasively, both orally and in writing Cross-train department personnel
Ability to: Establish and maintain effective working relationships with parents, District employees and outside contractors
Ability to: Operate personal computer, related software, and other office equipment

Responsibilities

Provide behavioral therapy, assessments and interventions services to students, staff and parents in order to increase the capacity of general education students to access curriculum in general education settings.
Process referrals and respond to referrals of general education students for behavior intervention services.
Complete Functional Behavior Assessments (FBAs) for students where indicated, and assist in the development of behavior plans and staff training after the completion of such assessments.
Assist parents and staff in resolving concerns expressed at parent, teacher, and administrative conferences, and provide consultative services to parents and caregivers where indicated in students' Individualized Education Programs (IEPs) or other formalized plans of support.
Maintain communications with the administration and instructional staff of the schools to identify needs for communications with parents.
Lead the development and monitoring of positive behavior support plans for general education students, and facilitate consistent Behavior Support Plan (BSP) implementation by general education staff.
Meet with instructional and support staff as needed to facilitate delivery of behavioral services for students with disabilities.
Develop and train staff in the use of data collection systems to ensure fidelity of implementation of behavioral strategies.
Develop and/or conduct behavior training to general education staff and parents in areas of expertise including development and implementation of effective behavior interventions including training specific to individual students, nonviolent crisis intervention and behavior case management.
Manage and assess the need for additional adult support.
Develop and lead professional learning for individual educators or groups of educators in behavioral topics related to the scope of expertise
Collaborate with staff in the development and implementation of effective school-wide programs for general education students with disturbances of behavior that may prevent them from accessing curriculum in a general education setting and to reduce the number of inappropriate referrals to Special Education.
Ensure that student achievement is continuous and appropriate for programs and age groups; indicators may include: placement, case history and follow-up reports, standardized tests, documented parent participation, analysis reports, student study team reports and student academic and/or discipline records.
Consult with and train general education school staff and parents/guardians on matters related to positive behavior support.
Participate in the development of ongoing relationships with other agencies serving general education students with behavioral disturbances including after-school programs, student health care providers etc...; refer parents to appropriate community services which are not available in the District, and provide a liaison between the community resources and the school.
Develop and/or monitor District procedures to assure compliance with governmental regulations, codes, restrictions and reporting requirements concerning behavioral interventions and emergencies.
Prepare a variety of professionally written documents and reports in a timely manner.
Assist in coordinating general education staff professional development activities.
Participate in in-service and training to keep abreast of current trends and best practices in assigned areas of responsibility.
Maintain confidentiality of student records and information.
Attend department meetings.
Perform related duties as assigned.