Behavioral Support & Intervention Specialist

MT. BLUE REGIONAL SCHOOL DISTRICT - RSU 9 227 MAIN STREET, FARMINGTON, ME 04938 Phone View phone number on click.appcast.io Fax View phone number on click.appcast.io COMMUNITY CULTURE CURRICULUM “Working together to provide high-quality educational opportunities for all.” CHESTERVILLE - FARMINGTON - INDUSTRY - NEW SHARON - NEW VINEYARD - STARKS TEMPLE - VIENNA - WELD - WILTON Behavioral Support & Intervention Specialist W.G. Mallett, Cascade Brook School, Cape Cod Hill School & Academy Hill School School Year 2026-2027 Job Goal(s) The Behavioral Support & Intervention Specialist is a compassionate, relationship-centered educator who helps create a safe, supportive, and restorative school culture working directly with students and staff. This role bridges behavior systems, social-emotional learning, and restorative practices to ensure that all students feel seen, supported, and empowered to thrive both academically and socially. Qualifications 90 credits of approved study or completion of an approved alternate certification pathway. Ed Tech III certification from Maine DOE / CHRC (Fingerprinting Approval) BHP Certification (optional/will provide training) SafetyCare Certification (will provide training) Restorative Practice experience (desired) Certifications Maine DOE- Ed Tech III Certification Performance Responsibilities Behavioral Support & Leadership Restorative Practice: Initiate model, and facilitate restorative circles, conferences, and mediations for conflict resolution, community building, and repairing harm. Coordinate Tiered Behavioral Supports (MTSS/BARR): Collaborate with staff and administrators to develop, monitor, and use data for Tier 1-3 behavioral interventions, focusing on proactive support to reduce referrals. Student Support: Partner with administration, students and families to create and track individualized behavior/support plans aligned with restorative values, ensuring consistency across the school. Crisis Response: Support restraint and/or seclusion events as appropriate, and engage in regular debriefing sessions. Staff Collaboration & Development Support Staff: Provide ongoing support to teachers and paraprofessionals on behavior management, trauma-informed strategies, and positive classroom culture. Works collaboratively with teachers, BCBA & administrators to develop and implement behavior plans. Communication & Direction: Maintain close communication and meet regularly with the Principal and BCBA for instruction, direction, and reporting on behavior implementation, data collection, and analysis. Professional & School Duties Reporting & Information: Inform the Principal, BCBA, or guidance counselor of any problems or special information regarding individual students. Report to the Principal if unable to resolve a conflict with a colleague. Student Supervision: Carry out assigned duties related to student supervision (e.g., recess, lunch, boarding buses, class trips). Professionalism: Maintain a high level of ethical behavior, confidentiality, and professionalism in following all school district policies, rules, and team standards. School Operations: Follow all necessary time clock procedures; substitute for other support staff when requested. General Duties: Carry out other duties and responsibilities as assigned by the building Principal. Growth: Participate in assigned training programs. Education 90 credits of approved study or completion of approved alternate certification pathway. Experience Experience preferred, but will train the right candidate. Working Schedule Elementary Schedule School Year + 4 days (183 days) Travel Requirements Travel between schools or district buildings may be required for certain positions Reports To Building Principal Terms of Employment As determined annually by the District. Evaluation Completed annually by Principal or their designee FLSA Status Non-exempt Note The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future. #J-18808-Ljbffr ServingSchools