Behavior Interventionist/Behavior Health Coordinator (Internal Only)

Behavior Interventionist (Internal Only)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.Essential Duties and ResponsibilitiesDeliver 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 schoolwide 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.QualificationsCurrent GPEA-represented employee with qualifications appropriate to the assignment, including School Social Work licensure/temporary or full school social worker approval, or Michigan special education teacher certification, as applicable to the duties assigned.Demonstrated experience supporting students with significant behavioral needs, including students affected by chronic stress or trauma.Knowledge of MTSS, PBIS, functional behavior assessment concepts, BIPs, positive reinforcement, and evidence-informed intervention practices.Ability to implement behavioral support plans, collect and interpret student-level data, communicate effectively, and collaborate across multidisciplinary teams.Experience with students with emotional impairments or in center-based programs preferred; CPI or other District-approved crisis prevention/intervention training preferred.Role Expectations and Professional BoundariesThis is primarily a special education student-level intervention role, not the lead for schoolwide Tier 1 systems, staff-wide professional learning, counseling services, or routine disciplinary response. Proactive support during arrival, hallway transitions, lunch, recess, and dismissal is an expected component of the role when aligned with assigned student needs; this does not make the position a general hallway monitor or building-wide coverage assignment. The Interventionist maintains an assigned intervention caseload and dedicated time for direct support and progress monitoring. Authorized educational teams and qualified personnel retain responsibility for IEP/BIP decisions, evaluations, disciplinary determinations, and specialized clinical services.Physical Requirements and Working ConditionsWork involves walking and standing throughout the school day, occasional bending or kneeling, and computer-based documentation. The employee may need to assist students with mobility or safely respond to behavioral situations within training and District protocols. Reasonable accommodations will be provided in accordance with applicable law.Compensation and BenefitsThis is an internal-only lateral opportunity for current GPEA-represented employees. The selected employee will remain on the current GPEA salary schedule at their existing salary placement, with no change in compensation as a result of the move. Benefits, leave, work year, and other applicable terms and conditions remain governed by the current GPEA Collective Bargaining Agreement and District benefit plans, subject to applicable eligibility requirements and law. Participation in the Michigan Public School Employees' Retirement System (MPSERS) continues as applicable.Application and SelectionINTERNAL POSTING ONLY — Current GPEA-represented employees interested in this lateral opportunity should email a letter of intent and updated résumé to View email address on click.appcast.io. Include "Behavior Interventionist" in the subject line. First consideration will be given to eligible internal applicants who apply by 5PM on Monday, October 19, 2026.Grosse Pointe Public School System is an equal opportunity employer and considers qualified applicants in accordance with applicable federal and Michigan law.Position Description NoticeThis description summarizes the general nature and essential functions of the position and is not an employment contract. The District may revise duties consistent with applicable law, Board policy, and governing employment agreements.