WEBSTER CENTRAL SCHOOL DISTRICT
Open Position
Position: LTS Behavior Specialist (Posting number 2526-3516)
Location: Spry and Willink Middle Schools
Dates: October 31, 2025 - January 6, 2026 (with possibility of extension)
Requirements: Must have NYS Certification as a School Psychologist, Social Worker, School Counselor, Speech Language Pathologist, or Special Education Teacher. Certification as a Board-Certified Behavior Analyst preferred.
The Special Class Behavior Specialist is a data-based decision maker who works within multi-tiered systems to support the success of students academically, socially, behaviorally, and emotionally by:
- Collaborating and consulting with educational team members, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.
- Collaborating with educational team members, parents, and other professionals to identify environmental factors impacting learning, to address those environmental factors, and to provide targeted interventions to teach social, emotional, and/or behavioral skills.
- Evaluating students to determine current functioning, strengths, and needs in order to inform the implementation of appropriate interventions and supports to meet student needs.
- Assisting in the planning, development, and evaluation of programs to meet identified needs within the student population.
Responsibilities: - Support the development, implementation, and monitoring of multi-tiered systems to address academic, social, emotional, and behavioral needs of students and to promote the development of Essential Skills and mindfulness for all students.
- Participate as a member of the building’s multi-disciplinary problem-solving team(s) to address academic, social, emotional, and/or behavioral needs of individual students. Individually through consultation and/or within the team process, in consideration of the needs:
- Gather data, as appropriate, through record review, interview, observation, and/or assessment to assist in the identification of student functioning, strengths, and needs, as well as possible barriers to learning
- Identify evidence-based interventions to address identified needs.
- Develop systems for monitoring and evaluating student progress and response to the identified interventions
- Review and interpret progress monitoring data to guide decision-making.
- Provide direct services to students and families to address social, emotional, and/or behavioral needs.
- Provide consultation for instruction to teach skills in the social, emotional, and behavioral domains.
- Provide group and/or individual counseling services to students using evidence-based interventions to address identified skill-based needs for students to make progress in the educational setting. Monitor student progress in response to the interventions and make changes, as necessary, to promote student growth.
- Communicate with parent(s)/guardian(s) regarding direct services to promote home-school collaboration in support of student growth across settings. Share resources with parent(s)/guardian(s), as appropriate.
- Collaborate with community-based service providers to promote alignment of goals and interventions.
- Conduct evaluations to gather information about student functioning, strengths, and needs in order to inform the implementation of appropriate interventions and supports to meet student needs.
- Facilitate the function-based problem-solving process and collaborate with educational teams to inform the development and implementation of behavior supports.
- Conduct Functional Behavioral Assessments in collaboration with educational teams to inform the development and implementation of Behavior Intervention Plans.
- Participate as a member of the Committee on Special Education.
- Gather data, as appropriate, through record review, interview, observation, and/or assessment to assist in the identification of student functioning, strengths, and needs.
- Work collaboratively to synthesize information, prepare meeting materials, and make recommendations regarding student eligibility for special education services.
- Work collaboratively to make recommendations regarding special education programs, services, and supports within the student’s Individualized Education Program.
- Maintain communication with parent(s)/guardian(s) and provide information and assistance, as needed, to promote parental involvement and understanding within evaluation, initial eligibility determination, and program development, implementation, and review processes.
- Work collaboratively with the student, family, and educational team to plan for and address post-secondary goals and transition needs.
- Participate as a member of the building’s crisis response team. Maintain current knowledge and skills related to trauma, illness, and grief. Provide crisis intervention for students and/or staff members, as needed and as appropriate to the situation.
- Performs such other duties as may be assigned by the building or district administration.
Salary: As per current Webster Teachers Contract, education and experience
Perks: - NYS Teacher’s Retirement System pension
- Additional compensation for Master’s Degree, graduate hours and previously awarded tenure
- Powerful and diverse professional growth opportunities
Application Procedure: Go to https://www.websterschools.org and click on “Job Postings and Applications” and then enter the posting number in the “Job Search” field. Application deadline: October 12, 2025
Correspond With: Mr. David Swinson
Assistant Superintendent for Administration and Human Resources
Webster Central School District
119 South Ave
Webster, NY 14580
WE ARE AN EQUAL OPPORTUNITY EMPLOYER
The Webster Central School District does not discriminate on the basis of sex, race, color, religion, national origin, political
affiliation, sexual orientation, marital status, ancestry, age, disability, or any other status protected by law.
