Position Summary

Under the general supervision of the Humboldt County Office of Education (HCOE) assigned Administrator, the Behavioral Health Manager (BHM) provides collaborative leadership and programmatic recommendations for day to day operations of regionally located classes. This position provides leadership and guidance to staff, is a primary contact for district partners and a direct service provider for students. The BHM will serve as a complement to district designated staff to provide guidance in behavior management techniques that comply with various federal, state and SELPA requirements.

Minimum Qualifications

Experience and Training

• Board Certified Behavioral Analyst (BCBA) certification.
• A minimum of three (3) years of work experience as a certified behavior specialist in public education with K-12 students, with emphasis on working collaboratively with students with intense social-emotional needs, families, and staff;
• A minimum of two (2) years of work experience supporting students and staff in an extensive needs classroom, special day classroom, or similar setting.
• A minimum of two (2) years of work experience conducting Functional Behavior Analysis (FBA), interpreting data, designing specific educational programs, implementing positive behavior plans and training staff to implement and monitor the plan.

Examples of Duties and Responsibilities

Working closely with the assigned administrator:

• Provides leadership, planning, and support for students integration into the least restrictive environments;
• Designs, implement, and monitor behavioral strategies and techniques for Therapeutic Learning Classrooms (TLC’s) or like programs, program level policies and procedures;
• Provides daily supervision of TLC programs, act as an administrative representative on behalf of HCOE at IEP meetings, and coordinate with district administrators related to the day to day operations of the TLC programs
• Collaborates with district administration and staff to identify and train district staff for integration of students into the least restrictive environment;
• Collaborates with district administration regarding day to day safety, intervention, and communication;
• Coordinates behavior transition plans when students transition in and out of the classroom;
• Serves as a member of committees and referral teams, SST, 504, and IEP teams;
• Works collaboratively with staff to identify students/classes with behavioral concerns, processes referrals, conducts student functional behavioral analysis assessments, designs data collection systems, analyzes data, develops and implements behavioral intervention programs to support students and teachers;
• Provides support and training to school site administrators and instructional staff related to effective strategies designed to meet the needs of all learners;
• Provides support and leadership planning on fundamentals of applied behavioral analysis, classroom, student and school-wide positive behavioral reinforcement systems;
• Provides consultation assistance to teachers, psychologists, paraeducators and parents in assessing, planning and developing individual student behavioral support plans and tracking/monitoring data systems for assessing student progress;
• Specific to Therapeutic Learning Classrooms:
  • Helps design and implement effective behavioral strategies and techniques for individual students
  • Acts as the administrative designee for HCOE at IEP meetings
  • Coordinates with district administrators regarding to the day to day operations of the TLC classrooms and programs
• Models positive behavioral interventions strategies in classrooms for staff members as requested;
• Provides professional development support, assistance, staff development and coaching to paraeducators and certificated staff members as requested on applied behavioral analysis and effective intervention strategies;
• Provides information as needed on programs, services, regulations, etc. to staff and parents;
• Attends SST, 504 Accommodation Plan meetings and/or IEP meetings as necessary to review assessment data, consult on the behavior program and develop goals and objectives;
• Attends conferences or meetings related to district and school goals for student behavior;
• Supervises Registered Behavior Technician (or analogous position such as Certified Behavior Support Technician)
• Synthesizes and interpret Behavior data and present results in both written and verbal form.
• Performs other duties as assigned or directed by the assigned administrator, which may involve flexibility of work calendar to meet school district needs.

Additional Requirements

Individuals who serve as a BHI Specialist provide services in the office, as well as in various sites throughout the County, sometimes serving multiple sites in a single workday.  Public speaking skills, group problem solving and leadership ability, the ability to communicate effectively in writing, the capacity to maintain personal demeanor during periods of peak work flow and perform efficiently within restricted timeframes are necessary skills for success in this position.

Individuals who serve as management personnel must be willing to modify days/hours and to work additional days/hours on occasion with appropriate compensation and be willing to travel using own transportation with mileage reimbursed, or use a county office fleet vehicle, as the job may require.

Physical Requirements

Occasional (less than 25%)

• Ability to bend and twist, stoop, and kneel
• Ability to lift 40 pounds
• Ability to carry 25 pounds
• Ability to stand for extended periods of time
• Ability to move quickly for extended duration sufficient to keep in visual contact with students who may elope
• Sufficient mobility and flexibility to implement crisis intervention techniques and strategies (such as CPI or other analogous program) as needed to help ensure student and staff safety.

Often (25 – 50%)

• Sufficient mobility to move about the work environment
• Ability to drive to various sites

Very Frequent (76%)

• Sufficient mobility to move around a classroom to observe students and staff
• Ability to stand and move around an office
• Ability to work at a desk, conference table, or in meetings of various configurations.
• Ability to see for purposes of reading printed matter and observing staff
• Ability to hear and understand speech at normal levels
• Ability to communicate so others will be able to clearly understand
• Ability to operate office equipment
• Ability to reach in all directions

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

NOTE: This list of essential functions and physical requirements is not exhaustive and may be supplemented as necessary in accordance with the requirements of the job.  For further information concerning the specific requirements of any particular assignment, please contact the Personnel Office.

Classified Management Specialist – Class 2
Updated 4/21/26