SY 25-26 Behavior Interventionist

PRIMARY FUNCTION: The job of Behavior Interventionist was established for the purpose/s of affecting positive behavioral change in students and providing supportive interventions to schools. The behavior interventionist will develop and implement programs to remediate behavioral and social problems for students and serve as a consultant to school personnel and parents of these students. This position will assist in the development and implementation of behavior intervention plans for general and special education students, as part of a team. REPORTS TO: Exceptional Child Program Manager or Director SALARY SCHEDULE: Teacher WORK DAYS: 190 REQUIREMENTS: Educational Level: A master's degree from an accredited college or university whose primary emphasis is behavior or a related field. Preferred: Education related to children with behavioral disorders Experience, Skill and Certification: One to three years of experience in working with children with behavioral difficulties. Valid Professional Georgia teaching certification in a special education field. Experience in developing, training, implementing, and monitoring behavior plans. Effective oral and written communication skills and outstanding social skills. ESSENTIAL DUTIES: Assists staff members with behavioral techniques to decrease disruptive behaviors of students. Assists in the implementation and leadership of effective Positive Behavior Intervention and Supports (PBIS) programming in schools. Collaborates and trains staff, administrators, parents and others, as necessary, in the development of functional behavioral assessments and behavior intervention plans. Provides continuous support and feedback to personnel designated to implement behavior intervention plans, collect behavior data, and complete progress monitoring and other data collection for response to intervention team meetings. Assists schools in collecting and analyzing discipline data, and actively participates in School Data Teams to reduce discipline referrals and use alternatives to suspensions when possible. Develops and implements specific instructional lessons to support skill acquisition of pro-social behaviors for targeted students. Provides professional learning opportunities to school personnel related to classroom management techniques and other strategies supporting positive behavior supports. Follows policies of the Savannah-Chatham County Public Schools and the Department for Exceptional Children. Upholds the highest standards of confidentiality. Provides support to teachers/paraprofessionals (both special and regular education). Assists in the development of data collection systems to describe and improve behavior, track mastery of goals and objectives, and other areas as needed. Other duties as assigned. Terms of Employment Incumbents will receive an annual contract. The work calendar will be 190 days. Salary will be determined based on highest level of certification and allowable experience. Exempt. Non-Essential Responsibilities A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if: it is shared between multiple incumbents in the job; or it could be performed by an employee in another job within the workgroup. Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition. Physical and Sensory Demands Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below. OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.