Behavior Intervention Specialist, BAIMS

Behavior Intervention Specialist (BIS)

The Behavior Intervention Specialist (BIS) will be responsible for the implementation of prevention programs and the coordination of internal and external resources at his/her assigned schools. The coordination of resources would require the Social Emotional Learning Coordinator to work in cooperation with school staff, parents and community-based organization representatives to meet the needs of at-risk students and their families. The BIS program model also requires the promotion of intern participation in the growth of the BIS program and the further development and delivery of prevention efforts.

Implement school wide programs that contribute to the overall positive school climate. Coordinate in-school and community resources to have maximum impact on the delivery of prevention, tiered intervention and treatment programs to at-risk students and their families. Work collaboratively with administration, other building personnel and parents to expedite access to services for the school-based targeted population and reduce duplication of services. Establish a network of community-based organizations that can provide services through the school and as an external resource.

Serve as Field Instructor for student interns. Collect, analyze, compile and report on data in the areas including but not limited to: number of students serviced in individual or small group intervention, types of groups offered, attendance, and behavior. Establish a plan and timeline for the development of the SSS program and provide quarterly reports that outline the progress of the program.

Coordinate services through the participation in school-based quarterly reports that outline the progress of the center. Work cooperatively with area colleges and universities to support Counseling and MSW interns completing internships in the implementation of the SSS program model and all prevention and intervention programs and services. Implement programs that will address conflict resolution (i.e.: Second Step curriculum), restorative practices, check in/check out mentoring, as directed by the administrator.

Any other duties as assigned by building administrator.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR

EXPERIENCE:

A minimum of two (2) years' experience in order to supervise interns. Demonstrated strength in public speaking, desired. Demonstrated experience in prevention work.

SALARY:
Per contract

DATE OF SERVICE:
As soon as possible

HOURS:

7:50 AM to 2:50 PM

LANGUAGE

SKILLS:

Ability to read, analyze and interpret periodicals, professional journals, technical procedures and governmental regulations. Ability to write memos, reports, and correspondence. Ability to effectively present information and respond to questions from groups of administrators, staff, parents and the general public.

MATHEMATICAL

SKILLS:

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and to draw and interpret bar graphs. Ability to calculate figures and amounts such as discount's interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry.

COMPUTER

SKILLS:

Basic knowledge and experience with standard hardware and software applications. Ability to use computer for E-mail, word processing, accounting, databases and presentations.

REASONING ABILITY:
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

OTHER

SKILLS AND ABILITIES:

Ability to apply knowledge of current research and teaching competencies to instructional program. Ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents. Skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies and the code of professional responsibility for teachers.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Implementation of sustained emergency physical behavior management may be needed occasionally [PMT]. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit.

While performing the duties of this job, the employee may…