RTI - Behavior Interventionist Grant Funded

Behavior Interventionist

Reports directly to the District Intervention Coordinator-The Behavior Interventionist serves as a professional development trainer and coach for campus professionals to implement a common district-wide language and structure associated with Positive Behavior Interventions and Supports (PBIS), Trauma-Informed Care, and Restorative Practices. The Behavior Interventionist recognizes and addresses school-wide and individual social, emotional, and behavioral concerns that hinder academic growth. The Behavior Interventionist provides school level consultation to support campuses on the use of multi-tiered systems of supports to address student social and emotional needs and promote mental health awareness.

Essential Duties and Responsibilities:

Prevention

• Develops, coordinates, and facilitates training and professional development to school personnel in order to build capacity in the application of Trauma Informed Care and restorative practices.
• Delivers district-wide training on the framework for Positive Behavior Interventions and Supports (PBIS).
• Presents staff development training in assigned schools to enable school personnel to identify and work more effectively with students with emotional, social, and behavioral differences.
• Provides support to schools in developing and implementing school performance plans that address the predictability and persistence of gaps in student performance.
• Provides support to schools to reduce the use of interventions that remove students from the active learning environment.
• Conducts professional development for school personnel on emotional/behavioral markers, classroom modifications/accommodations, and structured intervention strategies.
• Assists in the development, implementation, and maintenance of social and emotional curriculum.

Intervention

• Consults with teachers, counselors, social workers and other relevant staff concerning the educational needs of students, interpretation of assessment data, and implementation of behavior intervention plans in managing disruptive students.
• Provides professional input and support to campuses on the use of multi-tiered systems of supports to address student needs.
• Consults with teachers and relevant staff concerning the educational needs of students, interpretation of assessment data, and implementation of behavior intervention plans in managing disruptive students.
• Provides suggestions regarding behavioral management/structured intervention strategies for teachers and/or parents.
• Provides functional behavioral assessment (FBA) training to increase the efficiency of comprehensive data-gathering methods to develop Behavior Support Plans (BSP) and to delineate positive behavior strategies for teachers and other school staff.
• Assist targeted teachers to develop class-wide systems of reinforcement to promote a healthy class environment and effective planning, organization and implementation of strategies for optimum behavior management.
• Provides assistance to school teams in the development of alternative intervention strategies for students with behavior issues.

Capacity Building

• Develops online training material and other resources to support district-wide PBIS efforts, Social-Emotional Learning, Trauma-Informed Care, and Restorative Practices.
• Collaborates with other departments to ensure tenets of PBIS are integrated with other relevant district initiatives.
• Collects and monitors school and district data associated with behavior, and discipline.
• Utilize data to design effective district professional development, and both school wide and individual behavior interventions.
• Performs other job-related duties as assigned.

Pursues professional growth.

• Attends state and local staff development programs.
• Joins professional associations. (MSCA, ACA, AACD, APA, ABA, etc.)
• Reads professional journals.
• Attends relevant workshops and conferences sponsored by professional organizations.

Qualifications:

• Minimum bachelor's degree, Masters & BCBA/ABA preferred.
• 3 years of teaching experience preferred
• Experience dealing with behavioral issues in an educational setting or equivalent.
• Mental health, counseling, or social work background preferred.
• Broad knowledge of instructional strategies related to behavior interventions.
• Experience in supporting the achievement of underserved populations preferred.
• Creative and proactive problem-solving skills.
• Ability to develop and facilitate trainings and workshops.
• Ability to communicate effectively in both written and oral forms with all levels of management, both internal and external to the district.
• Ability to work productively with diverse populations, teachers, parents, agencies, and community members, including demonstrated expertise in building and maintaining effective working relationships.
• Ability to travel throughout the district by means of private-transportation-must possess a valid driver's license and appropriate insurance coverage.
• Successful completion of a background check by Human Resources.

Terms of…