Behavior Interventionist​/Behavior Health Coordinator; Internal

Behavior Interventionist/Behavior Health Coordinator (Internal Only)

• Position Type:
  
  Instructional
• Date Posted:10/9/2026
• Location:
  
  Parcells Middle Schools
• Closing Date:10/19/2026

The Behavior Interventionist provides targeted, structured behavioral support primarily to students receiving special education services (IEP & 504) whose behavioral needs interfere with access to instruction, participation, and independence. Through direct intervention, explicit teaching of replacement skills, positive reinforcement, and progress monitoring, this position supports students in developing skills for success across classrooms and school settings. On a limited, case-by-case basis, administration may assign a general education student requiring targeted behavioral intervention when student needs warrant additional support, in coordination with the MTSS Culture & Climate Coach and appropriate support personnel.

The Interventionist collaborates with general and special education teachers, school social workers, related service providers, families, and administrators to implement assigned interventions and improve student outcomes.

Our commitment to Going for Gold is grounded in a continuous-improvement mindset:
Monitor student needs and interventions. Measure progress with meaningful behavioral data. Make It Better by collaborating, refining strategies, and celebrating student growth.

• Deliver planned individual and small-group behavioral interventions primarily to students receiving special education services (IEP & 504); teach self-regulation, communication, problem-solving, transitions, and appropriate replacement behaviors. On a case-by-case basis, provide targeted support to general education students when assigned by administration in coordination with MTSS personnel & the Behavior Interventionist.
• Implement assigned strategies consistent with applicable IEPs, Behavior Intervention Plans (BIPs), and other approved student support plans; reinforce skills across settings.
• Observe and document behavioral patterns, antecedents, environmental factors, and barriers to student learning; use data to inform team discussions.
• Provide classroom-based support and model positive reinforcement, predictable routines, proactive redirection, and effective de-escalation strategies.
• Provide proactive, visible, and intentional behavioral support during unstructured and transitional periods, including welcoming assigned students at arrival, maintaining a supportive presence during hallway transitions, assisting with behavioral skills and positive peer interactions during lunch and recess, and supporting dismissal as appropriate. Reinforce safe routines, student independence, and generalization of behavioral skills; administration will determine specific assignments based on student needs and school priorities.
• Assist with student de-escalation, recovery, and successful return to instruction using approved procedures and training.
• Collect, maintain, and communicate accurate intervention data; monitor fidelity and student progress toward identified goals.
• Participate in MTSS, student support, behavior review, and other appropriate team meetings; contribute observations and recommendations within the scope of the position.
• Collaborate with the MTSS Culture & Climate Coach to align targeted supports with school wide Tier 1 expectations and with social workers and related service providers to coordinate services.
• Use trauma-informed, culturally responsive, strengths-based approaches; maintain confidentiality and comply with applicable District policies and student privacy requirements.
• Complete required documentation promptly and participate in professional learning and other duties consistent with the position.
• Demonstrate flexibility in responding to evolving student and District needs. Administration may review and adjust assigned caseloads, student assignments, intervention priorities, responsibilities, and duties, consistent with the applicable GPEA Collective Bargaining Agreement, District policies, and student service requirements. The primary focus remains students receiving special education services; limited case-by-case general education assignments may be made when appropriate. Decisions will be guided by student needs, intervention effectiveness, staffing considerations, and the District's commitment to Monitor.
  
  Measure. Make It Better. and Going for Gold.

• Current GPEA-represented employee…