SPECIAL SERVICES SUPERVISOR OF SAFETY AND BEHAVIOR

PURPOSE

The Special Services Supervisor of Safety and Behavior provides leadership, consultation, coaching, and technical expertise to district and school teams to promote safe, supportive, and inclusive learning environments. This position supports special and general education staff in the areas of behavior systems, student safety, crisis prevention, positive behavioral interventions and supports, behavior plan development, and regulatory compliance. Through the implementation of evidence-based behavioral practices, staff training, and district-wide support systems, the Supervisor works to reduce barriers to learning, strengthen student engagement and independence, and improve academic, behavioral, and social-emotional outcomes for students.

SUPERVISION RECEIVED

The Special Services Supervisor works under the direction of the Special Services Director.

ESSENTIAL DUTIES

Duties may include, but are not limited to, the following:

Behavior Leadership & Student Support

Provide leadership and consultation regarding student behavior, social-emotional needs, and safety planning.
Lead special services support staff and school teams in developing and implementing comprehensive behavior support systems.
Create and support processes to complete Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs).
Assist teams in analyzing behavioral data and developing data-driven interventions.
Participate in IEP and eligibility meetings as necessary.
Support school teams in addressing complex behavioral concerns and crisis situations. • Consult with staff regarding behavior management, de-escalation, replacement behaviors, and skill-building strategies.
Support development of individualized behavior and safety plans for students with significant needs.
Collaborate with families to support consistent implementation of behavioral supports across settings.

Safety, Crisis Prevention & Compliance

Lead district efforts related to student safety, crisis prevention, and behavior support systems.
Support implementation of district procedures related to restraint, seclusion, and crisis response.
Monitor compliance with federal, state, and district regulations regarding behavior supports and student safety.
Assist in reviewing and analyzing behavioral incidents and trends to inform prevention efforts.
Coordinate response and follow-up procedures related to significant behavioral incidents.
Provide guidance regarding risk assessments, safety planning, and emergency response procedures.
Collaborate with district departments and community agencies to ensure coordinated support for students and families.

Training, Coaching & Systems Support

Develop and deliver professional learning related to behavior supports, de-escalation, crisis prevention, trauma-informed practices, and student safety.
Provide coaching and ongoing support to teachers, administrators, behavior staff, and paraprofessionals.
Support implementation of district behavior initiatives and evidence-based practices.
Assist schools in developing systems that improve student engagement, attendance, and positive behavior outcomes.
Maintain regular contact with schools to provide consultation and support.
Serve as a liaison between schools, Special Services, and district departments.
Expand professional knowledge through ongoing research, training, and professional collaboration.

Program Management & Supervision

Supervise behavior consultants, BCBAs, and other assigned personnel.
Assist in recruitment, evaluation, and professional growth of assigned staff.
Coordinate behavior support services and allocate resources based on district needs.
Support development of district procedures, guidance documents, and behavior-related resources.
Monitor effectiveness of behavior programs and make recommendations for continuous improvement.
Develop schedules that include regular school site visits and support services.
Perform other duties as assigned.

MINIMUM QUALIFICATIONS:

Knowledge of:

Special education laws, regulations, and procedural safeguards.
Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) development.
Positive Behavioral Interventions and Supports (PBIS).
Crisis prevention, de-escalation, and safety planning practices.
Behavioral assessment, data collection, and progress monitoring.
Trauma-informed practices and social-emotional learning.
IEP development and compliance requirements.
Principles of organizational leadership and systems improvement.
District policies, procedures, and organizational structures related to special education services.
Microsoft Office Suite, document routing systems, and electronic signature platforms.
Operation of a personal computer and job-related software applications for word processing, spreadsheets, database creation and maintenance, information storage and retrieval, and related tasks.
English grammar, spelling, and punctuation.
Current office practices and procedures.

Ability to:

Communicate effectively both orally and in writing.
Build collaborative relationships with students, families, staff, community partners and outside agency
Facilitate difficult conversations and problem-solving processes.
Analyze behavioral and program data to guide decision-making.
Manage multiple priorities and complex situations effectively.
Lead professional development and coaching initiatives.
Work independently while supporting district-wide initiatives.

QUALIFICATIONS

Any equivalent combination of experience and training that would provide the required knowledge and abilities necessary to perform the work.

Idaho Administrator Endorsement.
Master's Degree in Special Education, Educational Leadership, Applied Behavior Analysis, Psychology, or related field.
Experience supporting behavior systems, crisis prevention, and special education programming.
Experience providing professional development and coaching to educators.
Must have a valid Idaho driver's license and a vehicle to drive and/or they must provide their own transportation for job related activities. The job related travel during the day will be reimbursed at the approved state mileage reimbursement rate.

ESSENTIAL PHYSICAL ABILITIES

Sufficient clarity of speech and hearing, with or without reasonable accommodation, which permits the employee to discern verbal instructions and communicate effectively in person and on the telephone.

Sufficient visual acuity, with or without reasonable accommodation, which permits the employee to comprehend written work instructions and review, evaluate and prepare a variety of written documents.

Sufficient manual dexterity with or without reasonable accommodation, which permits the employee to operate standard office equipment and a personal computer.

Sufficient personal mobility, flexibility, and physical reflexes, with or without reasonable accommodation, which permits the employee to lift up to 30 pounds, reach, bend and lift as needed, to sit and work at a keyboard for an extended period of time, and work in a classroom and an office environment.

EVALUATION

Yearly by supervisor.

TERMS OF EMPLOYMENT

Determined by calendar year
Regular attendance is an essential function of this position
Employment is at-will in accordance with district policy
As per Idaho Code 65-5-1/65-503: "Eligible veterans are provided advantages in public employment in Idaho…"

Approved: RS 6/15/26