Behavior Intervention Specialist - Hartland Consolidated Schools

Behavior Intervention Specialist

The Behavior Intervention Specialist will possess the knowledge and skills necessary to help students in accessing least restrictive environments. This position provides direct support to students with disabilities, particularly those who exhibit challenging or aggressive behaviors. Working closely with special education teachers and behavior support teams, will play a pivotal role supporting the implementation of behavior intervention plans (BIPs), fosters student engagement, and supports safe, inclusive learning environments. This role requires strong interpersonal skills, patience, and the ability to remain calm under pressure while reinforcing positive behavioral and academic outcomes.

The essential functions of this position include administering one-to-one or small group intensive behavior interventions to students, adapting classroom activities, assignments and/or materials under the direction of the supervising teacher for the purpose of supporting and reinforcing classroom objectives and/or IEP goals, assisting Supervisor in gathering behavioral data, including conducting observations and taking data. With supervision, develop, implement, and monitor behavior management systems, behavioral programs, and Behavior Intervention Plans (BIPs) as needed. Support students using behavior management strategies, including de-escalation techniques and proactive interventions. Communicate, collaborate and consult with teachers, occupational therapists, speech and language pathologists, school psychologists, and school administrations to support individual student needs. Respond to behavioral incidents using trained techniques that prioritize safety and respect for student dignity. Attend to the safety of students and surroundings for the purpose of maintaining a safe and caring learning environment. Monitor students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive learning environment. Participate in training related to behavior management, special education, and crisis response. Perform other duties as requested by supervisor.

Additional duties include performing other related tasks as assigned.

Education and/or experience required include a high school diploma or GED, minimum 3 years' experience supporting students with social emotional and behavioral needs, CPR and Non-violent crisis intervention certification (NVCI).

Required employment qualifications include knowledge of, and ability to implement, behavioral de-escalation techniques, knowledge and experience pertaining to behavior management systems and working with collaborative teams, possess specific knowledge in the area of behavioral theory, ability to build positive professional relationships through clear communication and follow through, ability to respond fully to quickly escalating behavioral situations, possess sound written and verbal communication skills, knowledge of Michigan Seclusion and restraint laws, knowledge of restorative practices, knowledge of trauma informed care, knowledge of the behavior planning and functional behavior assessment process, ability to positively interact and communicate effectively, both orally and in writing, ability to use technology, such as Google Sheets, Docs and Forms, strong skill set in collecting data, effective listening, planning, and problem solving.

Language skills include ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports.

Reasoning ability includes ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Other skills and abilities include ability to operate computers and related software. Ability to communicate clearly and concisely, both orally and in writing. Ability to assume responsibility for supervising students in the absence of teacher or administrator. Employee must be able to drive or transport between school buildings. Employee must have the ability to establish and maintain effective relationships with students, public and other staff members. Employee must also exhibit a positive attitude, creativity, independent thinking, work cooperatively, and be able to take initiative.

Physical demands include frequently sitting and/or walking, talking and hearing, occasionally standing, using hands to finger, handle, or operate office equipment, occasionally pushing up to 25 pounds such as physical assist equipment including: gurneys, lifts, physical therapy equipment and wheel chairs. Specific vision abilities required by this job include close vision and distance vision for driving.

Work environment is usually moderate noise level.

The Board of Education does not discriminate on the basis of race, color, religion, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected characteristic, in its programs and activities, including employment opportunities. Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.