Chandler Behavior Specialist (Interventionist)

JobID: 23834

Position Type:

Alternative Education/Chandler Behavior Specialist Interventionist

Date Posted:

8/5/2025

Location:

Chandler Academy

Closing Date:

08/11/2025

County:

Kanawha County Public Schools

POSITION: Behavior Specialist/Interventionist

IMMEDIATE SUPERVISOR: Building Principal

EMPLOYMENT TERM: Minimum of 220 days annually pursuant to WV Code §18-5-45; extended employment terms may be established by KCSBOE.

SALARY: Pursuant to WV Code §18A-4-2, in accordance with Kanawha County Salary Schedule, commensurate with experience and education level.

EVALUATION: Performance in this position will be evaluated by the immediate supervisor in accordance with WV State Code §18A-2-12, WV State Board Policy 5310 and KCS G48A.

JOB SUMMARY: To provide behavior intervention services to students with significant challenging behavior issues with a variety of needs. Work cooperatively with staff, principal, teachers and other school personnel to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of students diagnosed with behavioral challenges using appropriate behavior intervention techniques; conducts assessments and develops plans that conform to IDEA, West Virginia law and regulations and other applicable statutes and regulations as well as the Behavior Analysis Ethics code. The Behavioral Specialist also consults with and teaches instructional team members regarding pro-active, educational, programming, and behavioral supports in the school setting.

GENERAL PERFORMANCE REQUIREMENTS AND RESPONSIBILITIES:

An employee working for Kanawha County Schools is expected to comply with all the Kanawha County Schools Policies and Procedures, including maintaining regular attendance and completing all required training. Employees are required to follow all safety rules to maintain a safe workplace.

PERFORMANCE RESPONSIBILITIES: Essential Job Duties.

+ Knowledge of ABA principles in order to deliver appropriate staff development and training to all staff.

+ Complete and/or work with the school psychologist to review Functional Behavior Assessments (FBAs) as needed for students with varying abilities.

+ Guide and assist IEP teams with developing Behavior Intervention Plans (BIPs) based on an FBA.

+ Guide and assist IEP teams and/or SAT meetings with behavioral supports.

+ Provide staff training on implementation of BIPs, behavioral supports, and interventions.

+ Monitor’s BIP documentation.

+ Complete classroom walk-throughs to monitor student’s behavior and teacher implementation of BIPs.

+ Knowledge of Behavior Skills Training in order to provide effective staff training.

+ Provide training, including modeling, of Applied Behavior Analysis (ABA) or behavioral intervention strategies in the classroom.

+ Develop data collection methods that can be implemented in the classroom in order to monitor behavior interventions.

+ Train staff on data collection methods and how to monitor student progress.

+ Attend IEP meetings for students and assist the team with development of behavior goals as needed.

+ Assist staff and provide training on data analysis.

+ Work effectively with a multidisciplinary team.

+ Strong written and oral communication skills.

+ Introduce interventions in a user friendly and straightforward manner.

+ Accept all other responsibilities as assigned.

+ Ongoing monitoring of goal progress for each client including collecting, graphing, and analyzing data.

+ Providing ongoing feedback and supervision to teachers and paraprofessionals.

+ Provide training to caregivers and service providers as needed.

+ Tracks behaviors and interventions.

+ Monitors class Bank (incentive programs and school wide behavior improvement plan).

+ Review school rules/procedures with incoming students.

+ Works one-on-one with students to support behavior improvement.

+ Attend County SAT Meetings.

+ Serves as acting Principal when the principal is out of the building.

+ Assists Principal with discipline and/or classroom behaviors.

+ Includes supervisory and/or other duties as assigned by Principal.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. However, accommodations as provided below may be provided to help you perform essential job duties.

QUALIFICATIONS:

+ Experience working with significant behavioral challenges.

+ Educational certificate; preferred middle and high school certification

+ Board Certified Behavior Analyst (BCBA) and/or Master’s Degree in Special Education preferred.

. Special consideration for those pursuing a BCBA (required to pass exam within 1 school year) . BCBA preferred.

+ Administration certificate, preferred.

+ Proficiency in Excel, Google Forms, and Schoology.

+ Ability to analyze and use data.

+ Familiarity with behavior support and intervention plans and implementing and supporting staff and classrooms.

PHYSICAL DEMANDS: The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to reach, stand, walk, lift, grasp, write, talk, hear, see, use technology such as computers and multimedia equipment and use repetitive motions. While performing duties of this job, the employee may frequently lift and/or move at least 10 pounds of materials. Specific vision abilities required by this job include close vision such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff members.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Most commonly, the educational setting is indoors with outdoor setting for recess and field trip activities. The noise level in the work environment is low to moderate (20-60dB). Exceptions exclude gymnasiums as well as vocational/technical laboratories where the noise levels may be moderate to loud (60-90dB).

Revised: 28APR2025