Oakland Unified School District
Specialist: Behavior - Office of Chief Academic Officer
Oakland Unified School District, Oakland, California, United States, 94616
Ref: 9281
The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five (5) days for internal candidates based on our collective bargaining agreement.
POSITION DETAILS
Position Title Specialist, Behavior
Classification Category
Classified
Bargaining Unit
SEIU
Work Year
205
Work Month
10
Work Hours
7.5
Salary Schedule
WTCL 205 / 62
FLSA Status
Non-Exempt
Department
Community Schools, Special Education or as assigned
Reports to
As Assigned
Supervisory
Non-Management
Classification Established
May 2014
Date(s) Revised
June 2016, May 2025
POSITION SUMMARY [BASIC FUNCTION]
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.
ESSENTIAL DUTIES
(Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)
Provide behavioral therapy, assessments and interventions services to students, staff and parents in order to 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. 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 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 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 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 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 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. 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 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. PREREQUISITES [EDUCATION, TRAINING & EXPERIENCE]
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 & SKILLS
The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work
experience, ability to perform the essential functions, reference checks, effective interpersonal and communication
skills demonstrated by interview performance and/or writing samples, and achievement on performance-based
assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities.
Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to
perform the essential functions of the position.
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 Applicable federal, state, and District codes, regulations, policies and procedures governing work scope Interpersonal communication, consultation and group leadership skills necessary to work effectively with students, parents, teachers and administrators Strategies of successful research-based positive behavior management strategies Applied behavior sciences Planning, organization and coordination needed for assigned program Meet the physical requirements of the job Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff Correct English usage, grammar, spelling, vocabulary and punctuation 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 Effectively lead/facilitate group processes Provide consultation and advice to teachers and other school personnel to improve the behavior of targeted students Maintain confidentiality Communicate assessment results both orally and in writing Use effective instructional strategies and techniques for at risk learners Plan, organize, implement and supervise campus-wide programs Visit various work sites and inspect work in progress Keep and compile records and reports Understand and carry-out oral and written directions Communicate effectively, tactfully and persuasively, both orally and in writing Cross-train department personnel Establish and maintain effective working relationships with parents, District employees and outside contractors Operate personal computer, related software, and other office equipment
WORKING CONDITIONS
Sufficient vision to read printed material, see distant objects with clarity, judge distances and spatial relationships and identify and distinguish objects; sufficient hearing to hear conversation in person, on the telephone, and hear sounds clearly up to 20 feet; speak in an understandable voice with sufficient volume to be heard in normal conversation on the
telephone and when addressing groups; exert up to 50 pounds of force to push, pull, drag, or otherwise move objects; lift, move and position continuous standing and walking, for extended periods of time; sufficient manual dexterity and/or
mobility to grasp and/or manipulate objects and move about the work area and move between work sites
NON-DISCRIMINATION POLICY
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five (5) days for internal candidates based on our collective bargaining agreement.
POSITION DETAILS
Position Title Specialist, Behavior
Classification Category
Classified
Bargaining Unit
SEIU
Work Year
205
Work Month
10
Work Hours
7.5
Salary Schedule
WTCL 205 / 62
FLSA Status
Non-Exempt
Department
Community Schools, Special Education or as assigned
Reports to
As Assigned
Supervisory
Non-Management
Classification Established
May 2014
Date(s) Revised
June 2016, May 2025
POSITION SUMMARY [BASIC FUNCTION]
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.
ESSENTIAL DUTIES
(Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)
Provide behavioral therapy, assessments and interventions services to students, staff and parents in order to 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. 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 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 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 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 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 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. 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 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. PREREQUISITES [EDUCATION, TRAINING & EXPERIENCE]
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 & SKILLS
The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work
experience, ability to perform the essential functions, reference checks, effective interpersonal and communication
skills demonstrated by interview performance and/or writing samples, and achievement on performance-based
assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities.
Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to
perform the essential functions of the position.
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 Applicable federal, state, and District codes, regulations, policies and procedures governing work scope Interpersonal communication, consultation and group leadership skills necessary to work effectively with students, parents, teachers and administrators Strategies of successful research-based positive behavior management strategies Applied behavior sciences Planning, organization and coordination needed for assigned program Meet the physical requirements of the job Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff Correct English usage, grammar, spelling, vocabulary and punctuation 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 Effectively lead/facilitate group processes Provide consultation and advice to teachers and other school personnel to improve the behavior of targeted students Maintain confidentiality Communicate assessment results both orally and in writing Use effective instructional strategies and techniques for at risk learners Plan, organize, implement and supervise campus-wide programs Visit various work sites and inspect work in progress Keep and compile records and reports Understand and carry-out oral and written directions Communicate effectively, tactfully and persuasively, both orally and in writing Cross-train department personnel Establish and maintain effective working relationships with parents, District employees and outside contractors Operate personal computer, related software, and other office equipment
WORKING CONDITIONS
Sufficient vision to read printed material, see distant objects with clarity, judge distances and spatial relationships and identify and distinguish objects; sufficient hearing to hear conversation in person, on the telephone, and hear sounds clearly up to 20 feet; speak in an understandable voice with sufficient volume to be heard in normal conversation on the
telephone and when addressing groups; exert up to 50 pounds of force to push, pull, drag, or otherwise move objects; lift, move and position continuous standing and walking, for extended periods of time; sufficient manual dexterity and/or
mobility to grasp and/or manipulate objects and move about the work area and move between work sites
NON-DISCRIMINATION POLICY
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.