Cleveland City Schools Behavior Support Interventionist

Job Description

Job Description

TITLE                                       BEHAVIOR SUPPORT INTERVENTIONISTQUALIFICATIONS

1. Master’s degree in Special Education preferred 
2. Previous experience in a school setting
3. Current Board Certified Behavior Analyst Certification preferred (BCBA, as certified by the Behavior Analyst Certification Board)
4. Appropriate teacher certification for the State of Tennessee
5. Ability to communicate effectively with students, school personnel and parents
6. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual

REPORTS TO

Director of Student Services

JOB GOAL

To support school administrators, classroom teachers, and parents with behavior interventions for students.

ESSENTIAL FUNCTIONS

1. Requires regular, reliable, and punctual in-person attendance at the assigned work location

2. Observes upon referral from counselors, principals, and other school personnel students in the classroom setting demonstrating inappropriate behaviors

3. Consults with classroom teachers and other school administrators and support personnel about effective behavioral prevention strategies to decrease frequency of disruptive behaviors

4. Conducts professional development sessions for teachers and parent groups on developmentally appropriate behavioral prevention and intervention strategies

5. Attends IEP, eligibility, and case management meetings as appropriate

6. Collaborates with mental health personnel in referring students with more severe emotional/behavioral issues

7. Provides techniques for teachers and other school personnel in de-escalating student conflicts

8. Provides consultative services for teachers in developing psychologically comfortable learning environments

9. Performs functional behavior assessments, writes behavior intervention plans, and uses other assessment instruments as needed

10. Consults with the Supervisor of Special Populations as requested to meet student needs

11. Recommends a variety resources for students and families needing assistance

12. Facilitates a smoother transition for identified at-risk students going from elementary to middle school and from middle school to high school by working with counselors, principals, and teachers

13. Completes reports and paperwork within established timeframes

14. Models behavioral management techniques for teachers

15. Serves as part of the Raider Ready team

16. Performs other related duties assigned by the Director of Student Services, Supervisor of Special Populations, or the Director of Schools

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  Ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately

5. Form Perception:  Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures 

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.