Behavior Intervention Specialist - Pinckney Community Schools

POSITION TITLE:


Behavior Intervention Specialist


FLSA:


Non-Exempt


REPORTS TO:


Director of Special Education


UPDATED:


August 2025


SALARY/BENEFIT:


Starting at $23.16 per hour


SCHEDULE:


10 Month

POSITION SUMMARY
The Behavior Intervention Specialist will possess the knowledge and skills necessary to 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.

ESSENTIAL FUNCTIONS
Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans with Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position, they are not to be construed as an exhaustive list of all duties that may be performed by such a person.

• Administer one-to-one or small group intensive behavior interventions to students
• Adapt 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
• Assist Supervisor in gathering behavioral data, including conducting observations and taking data. Identify environmental conditions that contribute to or sustain desired/undesired behavior and practicable interventions
• 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

• Performs other related tasks as assigned.

EDUCATION and/or EXPERIENCE

• 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

• 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:


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


REASONING ABILITY:


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:


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:


While performing the duties of this job, the employee is frequently required to sit and or walk, talk and hear and occasionally stand. The employee is occasionally required to use hands to finger, handle, as to operate office equipment. The employee must occasionally push 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:


The noise level in the work environment is usually moderate.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.


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.