CLARKSVILLEMONTGOMERY COUNTY SCHOOL SYSTEM CLARKSVILLE TENNESSEE

JOB DESCRIPTION

Job Title: Extended Behavioral Services Behavior Interventionist (EBSBI)

Department: Instruction

Calendar: 10 month/200 day

Grade: Teacher Salary Schedule

Date Reviewed: September 2024

Reports To:to building principal and/or program specific supervisor

Purpose of Job

The purpose of the Extended Behavioral ServicesBehavior Interventionist (EBSBI) position is to utilize knowledge and skills to provide services to students within the EBS setting as well as assist teachers in their assigned middle school with the application of positive behavior supports that address students inappropriate behaviors and provide a means to help the students become more socially and academically successful. The EBSBI will aid in the significant disproportionality prevention measures.

Essential Duties and Responsibilities

The following duties are normal for this job. These are not to be construed as exclusive or allinclusive.

• Collaborates with IEP team members to provide information and data that supports the Instructionally Appropriate Individualized Education Plans (IAIEPs) designed to promote student development to include behavior goals and/or objectives techniques and remediation required materials and resources and estimated time for achievement.
• Utilizes a variety of assessments to determine present levels of performance monitor student progress accurately track behavioral data and adjust behavioral interventions accordingly.
• Guides IEP and/or support teams in developing Functional Behavior Assessments and Behavior Intervention Plans and Positive Behavior Plans for students with or without disabilities.
• Meets and/or communicates with parents to discuss students behavioral progress.
• Maintains effective communication and documentation with all relevant stakeholders.
• Ensures that students with disabilities have access to the general education Tier I curriculum.
• Works cooperatively with members of the IEP team in assessing and evaluating each student with a disability so that he/she is served in their least restrictive environment.
• Works cooperatively with classroom teachers to determine the most appropriate classroom and/or individual behavioral strategies needed to promote student success.
• Attends and participates in staff meetings. Serves on staff committees.
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research strategies and modeling of instructional practices to support teachers and/or the entire staff in their implementation of positive behavior support across all settings.
• Teaches appropriate behavior skills and provides intervention(s) as determined by the IEP and/or Behavior Intervention Plan (BIP).
• Reevaluates the student periodically to check progress and to make required changes to be reflected in the students behavior plan/goals.
• Develops or assists in creating a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Provides specific behavioral intervention strategies set forth by the IEP team for each student in the EBS setting according to their IEP/PWN.
• Exhibit extensive knowledge of functionbased intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior.
• Takes all necessary and reasonable precautions to protect students equipment materials facilities and confidentiality of records.
• Assesses the progress of students on a regular basis and provides progress reports as required.
• Recognizes potential learning disabilities of students and seeks the assistance of qualified personnel.
• Assists the administration in implementing all policies and rules governing student life and conduct.
• Develops reasonable rules of classroom behavior and procedure and maintains order in the classroom in a fair and just manner.
• Plans supervises and provides behavioral guidance for teacher aide(s) and volunteer(s) and when appropriate evaluates their job performance in cooperation with department heads.
• Supervises students at school related functions to include on and off campus activities for behavior when necessary.
• Serves in a proportionate schedule to meet the EBSBI work 3.5 to 4 days per week and the School work 1 to 1.5 days per week.
• Focuses on the preventative disciplinary needs for the current target population(s) regarding discipline disproportionality while maintaining the populations that are not disproportional.
• Tracks discipline data to determine the risk of disproportionality for all populations.
• Submits a biweekly report of the schools atrisk of being disproportional to the school administrator and Special Populations leadership team.
• Discusses discipline data and reports regarding the currently targeted population(s) during the monthly Behavior Consultant collaborations and professional learning communities.
• Serves as a model for the districts mission vision and goals.
• Takes all necessary and reasonable precautions to protect students equipment materials facilities and confidentiality of records.
• Maintains accurate complete and correct records as required by law district policy and administrative regulation.
• Makes provision for being available to students and parents for educationrelated purposes outside of the instructional day when required or requested to do so.
• Maintains a standard of performance and conduct as required by state law local board of education and community expectations.
• Maintains professional competence through inservice education activities.

Additional Job Functions

Performs other duties as required.

Minimum Training and Experience Required to Perform Essential Job Functions:

• A Bachelors degree from an accredited college or university in social work psychology or other behavioral science REQUIRED

AND

• A valid Tennessee Teachers Certificate with the appropriate endorsement. OR
• Specialized training in and demonstrated knowledge of wide range of behavior management skills utilized in classrooms with special needs students. (Preferred)

KNOWLEDGE OF JOB

• Displays considerable knowledge of the policies procedures and activities of the school system as well as state and federal requirements pertaining to the performance of duties.
• Develops and implements longterm goals.
• Stays current on any changes in statutes policies procedures and methods as they pertain to public education.
• Effectively communicates and interacts with supervisors members of the general public and other stakeholders involved in the operation of the school system.
• Collects and disseminates information in a concise clear and effective manner.
• Exhibits strong organizational management interpersonal and technical skills.
• Uses sound independent judgment and discretion in daily activities.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

REQUIRED SKILLS ABILITIES AND PHYSICAL REQUIREMENTS:

• Must be able to do occasional lifting carrying pushing and/or pulling of up to 40 pounds standing sitting walking bending stooping or kneeling;
• Must be able to traverse school facility;
• Must have significant fine finger dexterity;
• Must be able to operate standard office equipment including pertinent and required software applications;
• Must possess excellent language skills (verbal and written) requiring the ability to read informational documentation directions instructions policies and procedures related to this job requiring the ability to give assignments and/or directions to coworkers assistants supervisors students and parents/guardians requiring the ability to deliver verbal and written communications in English language;
• Must possess excellent interpersonal skills with ability to interact with people (staff supervisors parents/guardians students) and maintain professionalism and tact in all situations including emergent ones must be able to maintain constructive relationships;
• Must possess excellent organizational skills and attention to detail;
• Must be able to perform multiple highly complex technical tasks with periodic need to enhance skills in order to meet changing job conditions.
• Must be able to apply assessment instruments and analyze data and possess problemsolving skills.
• Must be able to make independent judgments in absence of supervision.

NUMERICAL APTITUDE: Requires the ability to utilize mathematical formulas; add and subtract totals; multiply and divide; determine percentages; determine time and weight.

FORM/SPATIAL APTITUDE: Requires the ability to inspect items for proper length width and shape visually.

PHYSICAL COMMUNICATION: Requires the ability to talk and/or hear: (talking expressing or exchanging ideas by means of spoken words). (Hearing perceiving nature of sounds by ear).

ATTENDANCE: A regular and dependable level of attendance is an essential function for this position.

The ClarksvilleMontgomery County School System is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act the school system may provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. Signatures below indicate the receipt and review of this job description by the employee assigned to the job and the immediate supervisor.