1.0 Special Education Behavior Interventionist

SPECIAL EDUCATION BEHAVIOR INTERVENTIONIST

QUALIFICATIONS :

• High School Diploma or Associates Degree in Human Services or a Related Field
• General knowledge of behavior management strategies
• Experience working with diverse populations
• Ability to use cultural knowledge to enhance student learning
• Initiative to be a self-starter
• Willingness to receive certification in QBS Safety Care (crisis prevention and intervention) and additional training as necessary
• Completion of 40 hours of behavior Interventionist training upon hiring, this may include but is not limited to, professional learning, job-embedded coaching, and independent learning.
• Such alternatives to the above qualifications as the district may find appropriate and acceptable.

REPORTS TO :

EXECUTIVE SUMMARY :

The Special Education Behavior Interventionist will be deployed and assigned as an extension of the tier 3 Social Emotional Behavioral Health (SEBH) Support team. This team member will receive ongoing training, coaching, and regular direction from SEBH Lead Support Teachers and tier 3 SEBH Coordinator(s). The Special Education Behavior Interventionist will coach school team members on using evidence-based instructional and behavioral strategies within the school setting. This position will build capacity through coaching and modeling to meet the academic, behavioral, and social-emotional needs of students.

The Special Education Behavior Interventionist will assist in assessing and implementing high-quality behavioral interventions, including modeling in daily practice for continuous improvement of social-emotional instruction, and academic instructional practices impacting classroom management. Overall, the job of the Interventionist is to support the Social Emotional Behavioral Health Support team in building the capacity of the school and its teachers to meet the learning and behavioral needs of all students with a focus on students needing tier 3 SEBH supports. The interventionist's goal is to ensure that school staff acquires the understanding and skills to :

1) Enhance SEBH instructional practices at the classroom level by aligning tier 3 BIPs to universal classroom practices

2) Support the development and maintenance of Tier 3 MTSS (Multi-Tiered Systems of Support) and PBIS systems, and Tier 3 Brief FBAs and BIPs

3) Support, model, and coach the use of BIP fidelity checks and respond to the gathered data to improve implementation fidelity.

PERFORMANCE RESPONSIBILITIES :

KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED :

TERMS OF EMPLOYMENT :

200 days total

Salary and calendar year are to be established by the Board of Education.

EVALUATION :

Performance of this job will be evaluated in accordance with provisions of the District's policy on Evaluation, State Statute, and any applicable Collective Bargaining Agreement.