2026-27 Tiered Support Specialist - Sky Crossing ES/Boulder Creek ES

Paradise Valley USD 69•Phoenix, AZ

2d•Onsite

About The Position

The Tiered Support Specialist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive PBIS framework. In addition, the Tiered Support Specialist works directly with identified students to teach behaviors that substantially increase their academic performance. Under the supervision of the building principal and district representative, the Tiered Support Specialist will provide diversified strategies and activities specifically designed for targeted students.

Requirements

Ability to analyze behavior, collaborate with adults, and develop positive relationships with students.
Possess skills in data collection, development of effective intervention plans, and implementation of positive behavior interventions and supports.
Evidence of experience and participation in professional development that supports the behavior development in students.
Skills in applying assessment instruments.
Skills in operating standard office equipment including using pertinent software applications.
Skills in repairing and maintaining accurate records.
Skills in applying curriculum and instructional techniques.
Knowledge of appropriate codes, policies, regulations and/or laws.
Knowledge of age appropriate activities.
Knowledge of lesson plan requirements.
Knowledge of stages of child development.
Knowledge of behavioral management strategies.
Knowledge of assessment instruments and techniques.
Knowledge of methods of instruction.
Ability to schedule activities, meetings, and/or events.
Ability to gather, collate, and/or classify data.
Ability to use job-related equipment.
Flexibility to work with others in a wide variety of circumstances.
Flexibility to work with data utilizing defined but different processes.
Flexibility to operate equipment using standardized methods.
Ability to work with a diversity of individuals and/or groups.
Ability to work with a variety of data.
Ability to utilize specific, job-related equipment.
Problem solving to analyze issues and create action plans.
Ability to establish and maintain constructive relationships.
Ability to adapt to changing work priorities.
Ability to maintain confidentiality.
Ability to exhibit tact and patience.
Ability to work flexible hours.
Ability to meet deadlines and schedules.
Ability to work as part of a team.
Ability to adhere to all school and district policies and procedures.
Bachelor's degree in a job-related area.
AZ Teaching Certification, Social Worker License or Counselor Certificate or Master's Degree in Counseling.
Criminal Background Clearance.
Valid Arizona IVP Fingerprint Clearance Card.

Nice To Haves

Master’s Degree in counseling, social work, education, psychology, or a related field with an emphasis in behavior.
School experience.
Two years of experience working with students with behavior related issues.
Current in Non Violent Crisis Intervention training.
Comprehensive knowledge, understanding of and commitment to develop social competencies and support emotional regulation.
Strong rapport with children, young people, and adults.

Responsibilities

Sets goals for behavioral changes, monitors students, assesses progress, and modifies behavioral plans if necessary.
In crisis situations, designs a plan with a team to address any immediate dangers or threats and also determines the necessity of long-term treatment.
Supports Tier 1 effective proactive and preventative instruction of behavior expectations and social competencies within the PBIS or MTSS framework.
Assists in development of interventions, functional behavior assessments and behavior plans for the purposes of providing a safe and effective educational environment for students who are not experiencing behavioral success.
Conducts conflict resolution and peer mediation sessions.
Supports Tier 1 behavior data collection and data-based team decision-making.
Assists staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
Helps students set goals for behavioral changes, monitor and assess progress, and modify plans if necessary.
Assists in crisis situations to minimize immediate dangers or threats and determine need for long-term treatment.
Participates in Tier 1 building level and/or grade level PBIS or MTSS meetings, as appropriate.
Consults with school social worker, counselor, and teachers.
Observes students in their educational environment, analyzes existing data and conducts preference assessments to increase student success.
Facilitates team meetings that design Behavior Interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
Promotes highly specialized positive behavior interventions in which “at risk” students thrive with behavior instruction that is explicit, intensive, accelerated and provides ample practice.
Facilitates school-wide acknowledgement of a variety of student accomplishments and positive behaviors.
Works cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
Engages in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
Engages parents in the student behavior intervention plan process and empowers parents by providing them with skills and techniques to support the positive behavior development of their child.
Provides leadership to others through example and sharing of knowledge/skill.
Performs other duties as assigned.