Behavior Interventionist (POOL)

Behavioral Intervention Specialist

Assist and train teachers and staff in effective classroom and behavior management strategies to better support students with challenging behavior needs. Collaborate with campus administrators and instructional coaches to identify teacher coaching needs related to classroom management and student behavior support. Provide direct support and intervention for students demonstrating behavioral challenges to improve self-management and school success.

Qualifications:

• Bachelor's degree from accredited university
• Master's Degree in Education/Special Education/Administration (preferred)
• Valid Texas teaching certificate (special education certification preferred)
• Crisis Prevention Intervention Trainer certification (preferred)

Special Knowledge/Skills:

• Knowledge of behavior and social skill intervention techniques and methodology
• Ability to develop and deliver training to adult learners
• Strong organizational, communication, and interpersonal skills
• General knowledge of curriculum and instruction
• Has experience with development of data collection systems
• Experience conducting FBA's and writing BIP's (preferred)
• Ability to track student data and implement program changes as needed
• Knowledge of MTSS, SEL, and classroom management programs

Experience:

• Three years' experience as a teacher working with students with high behavior needs
• Master degree in Education related field (preferred)

Major Responsibilities:

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

Instructional and Program Management:

1. Collaborate with teachers to design and develop General Education behavioral intervention plans (BIP) and provide support to instructional staff in implementing BIPs and classroom management strategies.
2. Monitor the effectiveness of behavior intervention plans and MTSS behavior/SEL related goals and recommend changes as needed.
3. Conduct functional behavioral assessment (FBA) based on observation of students in school. Work with school staff in teaching socially acceptable behaviors to students based on individual needs.
4. Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary.
5. Conduct classroom observations and provide teacher feedback as it relates to classroom management and student behavior needs.
6. Monitor program effectiveness and implement changes where needed.
7. Collaborate with instructional staff on all best practices, high yield strategies, and develop intervention plans as needed

Training and Staff Development:

1. Identify staff development needs, develop and present training, and coach campus personnel to continually develop and enhance behavioral assessment and intervention
2. Assist with CPI training annually for all staff, as needed.
3. Provide support for campus administration as it relates to the disciplinary actions.

Other:

1. Consult with district and outside resources regarding education, social, medical, and personal needs of students.
2. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
3. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
4. Keep informed of and comply with federal, state, district, and school regulations and policies for students, to include special education.
5. Collaborate with the crisis counselor regarding Tier III student needs.
6. Collaborate with the Campus Academic Leaders regarding behavior needs and screenings, and attend campus MTSS meetings.
7. Follow district safety protocols and emergency procedures.
8. Must be present regularly in person.

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment

Environment: Work inside, may work outside; regular exposure to noise; exposure to biological hazards

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours