Behavior Interventionist- Middle School Level

3 weeks ago

Chicopee, United States Chicopee Public School District Full time
TITLE: BEHAVIOR INTERVENTIONIST -Middle School Levels Grades 6-8

TYPE: Unit A Collective Bargaining Agreement

SALARY: Per Unit A Collective Bargaining Agreement

REPORTS TO: Social Emotional Director

OBJECTIVE: The role of the Behavior Interventionist is to assess students with behavior issues, collect data on students, work with school administration, teachers, school counselors, school social workers/school adjustment counselors, and school psychologists to devise behavior intervention plans (BIPs) for students and evaluate the effectiveness of the plans. Lastly, the Behavior Interventionist will be a key support person in ensuring that all students have the tools and supportive environment they need to learn and be successful in school and beyond.

ESSENTIAL DUTIES AND RESPONSIBILITIES
  • Collaborate with school administration and school staff to identify students with behavior issues/concerns.
  • Serve as a resource to staff regarding student management issues.
  • Assist the school counselor, the school social workers/school adjustment counselors, in the implementation of the Multi-Tiered Support System (MTSS) for Behavior at the school level.
  • Attend and participate in IST, 504, IEP, Discipline, and Re-entry Meetings of identified students.
  • Assist general education teachers and support staff in developing behavior intervention and safety plans for identified students, using evidence based strategies.
  • Assist general education teachers and support staff in the daily functions of school through monitoring student behaviors and reviewing/rewriting the Behavior Intervention Plans (BIP).
  • Assist in completing FBAs and writing evaluative reports and/or observation summaries in order to improve student's challenging behaviors.
  • Assist in implementing and providing resources for social emotional learning.
  • Assist in monitoring students in the classroom and/or playground activities to gather data.
  • Support staff with data collection and analyzing Antecedent-Behavior-Consequence (ABC) Data to assess the efficacy of strategies and make decisions.
  • Confer with general education teachers and support staff and provide input regarding student progress.
  • Document all communication, phone calls, messages, written, and electronic correspondence, and verbal conversations to parents, guardians, and community service agencies.
  • Work as a member of the School All Hazards/Crisis Team and be trained in the de-escalation and physical restraint techniques utilized by the District.
  • Provide assistance to school administrators, teachers, and support staff in the creation of a school climate and culture that effectively manages student behavior in accordance with the Students' Rights and Responsibilities Handbook and the School Committee Policies and Procedures.
  • Engage in on-going professional development to increase knowledge and skills of behavior support for all students.
  • Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies, and modeling of practices to support teachers in their implementation of behavior supports in the classrooms.
  • Respect and embrace students and families of diverse backgrounds and experiences
  • Assist in the communication and enforcement of federal and state laws and regulations as well as district policies and procedures
  • Meet regularly with the School Counselor, School Social Worker/Adjustment Counselor, or building Administration to discuss student behavior concerns/issues.
  • Work directly with students individually or in small groups to teach the skills needed to meet their behavior goals.
  • Provide professional development to staff on behavioral techniques as requested.
  • Any other duties or responsibilities as determined by the Social Emotional Director.
REQUIRED MINIMUM QUALIFICATIONS
1. Master's degree from an accredited college or university in Social Work, Counseling, or Psychology.

2. LICSW, LMHC, or LCSW with a strong mental/behavioral health background preferred; and
3. License by the Massachusetts Department of Education as a School Social Worker/School Adjustment Counselor (Levels: All) or BCBA (Board Certified Behavior Analyst)
4. Excellent time management skills, including the ability to triage/prioritize competing needs
5. Excellent verbal and written communication skills, including the proven ability to effectively communicate with students and families from diverse backgrounds and experiences
6. Proven ability to relate to and work with a variety of constituencies including but not limited to: administrators, teachers, other school staff members, parents/guardians, students, visitors, and community and social service agencies

ADA & MINIMUM QUALIFICATIONS TO PERFORM ESSENTIAL JOB FUNCTIONS
  • Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Must be able to stand, crouch and bend over for a long period of time at intervals throughout the day.
  • Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
  • Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
  • Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
  • Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
  • Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting and marketing terminology.
  • Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.
  • Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
  • Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
  • Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
  • Interpersonal: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
  • Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone

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