Behavior Interventionist

Position Type:
Equity and Student Support/Behavior Interventionist

Date Posted:
7/31/2024

Location:
City Schools of Decatur
POSITION TITLE: Behavior Interventionist
DEPARTMENT: Student Support Services
REPORTS TO: Assistant Superintendent of Student Support Services
FLSA STATUS: Exempt
WORK SCHEDULE: 225 days
DATE REVIEWED: 07/22

TERMS OF EMPLOYMENT:

Employment shall be at the will of the Board of Education. Annual term of employment is 225 days. This position is compensated on the A2 Coordinator schedule based upon verified years of completed experience and level of degree and/or certification.

PRIMARY FUNCTION: The Behavior Interventionist provides training and consultation to school personnel to enhance the success of students in the educational environment.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

? Communicates, collaborates, and cooperates with colleagues, supervisors, parents, and teachers to prevent, assess, and intervene to address challenging behaviors.

? Models interventions designed to address challenging behaviors for students in General and Special Education programs.

? Serves as the District Positive Behavior Interventions and Supports (PBIS). Supports and augments district efforts to implement PBIS.

? Compiles, documents and analyzes data for the purposes of determining appropriate Behavior interventions for identified students;

? Exhibits a strong foundation in applied behavior analysis meets with teachers individually or as grade level teams to interpret data, determine intervention efficacy, and plan additional steps if intervention, as needed.

? Makes intervention recommendations and develops Behavior improvement plans for students; contributes to positive social, emotional, and academic outcomes for identified students.

? Recommends appropriate interventions to positively impact student behavior in small groups, one-on-one with other students, interactions with teachers, and in following direction and instruction

? Provides coaching and/or professional learning to teachers relevant to best practices for de-escalation, appropriate means of recognition and positive reinforcement.

? Provides training to school personnel to help facilitate social-emotional and Behavior progress with students.

? Participates in/leads district and school-based professional learning communities related to behavior management.

? Supervises the behavior paraprofessional as they assist teachers in the collection of data, modeling of behavior strategies, and monitoring of progress for identified students; and provide intermittent follow up coaching for teachers as required

? Coordinates between teachers and parents to implement recommended Behavior interventions and create a strong system of support for identified students

? Supports and monitors school implementation of Behavior intervention plans to determine the overall impact and effectiveness of interventions; communicates results with teachers, students, and other school personnel

? Facilitates methods to engage and involve parents in the intervention process

? Identifies, maintains knowledge of, and knows how to work with community support system resources ? As required or needed, participates in team meetings for student 504 or IEP's; Ensures proper recording of progress and reporting for those students with 504 plans or IEP's

? Adheres to all federal, state, local and district regulations related to the delivery of systems of support and other services to identified students.

? Ensures adherence to appropriate safety procedures.

SUPERVISORY RESPONSIBILITIES: Supervises one or more behavior support paraprofessionals. Accomplishes tasks independently and through relationships established with peers, superiors, parents, students, educators and other stakeholders

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

REQUIRED EDUCATION and/or EXPERIENCE:

? A GaPSC Certification in special education, school counseling, school psychology, behavior disorders OR the capacity to obtain a permit certificate issued by the GaPSC

? Board Certified Behavior Analyst (BCBA) credential OR 5 years work experience as either a behavioral specialist or special education educator in which the primary duties involved behavioral interventions and management of behavioral plans

? Prior work experience in training other professionals or educators in the application of Behavior management interventions

? A working knowledge and understanding of of state and federal laws and regulations associated with special education

PREFERRED EDUCATION and/or EXPERIENCE:

? Credentialed as a BCBA or previous work experience in a setting focused on students with challenging behaviors with or without disabilities.

EXPECTED DISPOSITIONS AND SKILLS:

? Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education

? Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.

? Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.

? Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.

? Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.

? Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

? Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a

high-quality and courteous manner.

EVALUATION:

? Performance of this job shall be evaluated annually in accordance with provisions of the board's policy on evaluation of classified personnel.

PHYSICAL DEMANDS: To perform the duties of this job, the employee is required to stand, walk, and sit for long periods of time. Lifting up to 30 pounds may be required on an occasional basis. The employee is required to communicate with stakeholders on a regular basis either through electronic means, written documents, over the phone or in person. The employee is occasionally required to stoop, kneel, crouch or crawl. Specific vision abilities required of this job include close vision and distance vision.

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