Elementary Specialized Special Education Teacher: Intensive Behavioral Support and Interventionist
Elementary Specialized Special Education Teacher: Intensive Behavioral Support and Interventionist
Posted on :
27-06-2025
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1 Vacancy
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Salary Not Disclosed
Vacancy
1 Vacancy
Posted on :
27-06-2025
Job Description
POSITION:Elementary Specialized Special Education Teacher: Intensive Behavioral Support and Interventionist (BSP Teacher)LOCATION:Pell ElementaryREPORTS TO:Principal and Director of Special EducationSCHOOL YEAR:2025/2026JOB DESCRIPTION: Under general supervision the Intensive Behavioral Support Teacher and Interventionist also known as the Behavior Support Program (BSP) TeacherSpecialist for students placed in the behavior support program and other Pell students needing extra BSP is designed to provide the least restrictive option to all students at in the referral process in the Response to Intervention (RTI) team regarding students identified with social/emotional challenges. Assist with develop and implement data driven individualized interventions for all students struggling with social/emotional difficulties.(Behavior Intervention Plans)The BSP teacher will work with the team to ensure the correct level of support is provided for children entering and exiting social/emotional intervention and service (including ODP students)The BSP teacher may provide direct instruction in academic subjects cognitive processing and appropriate social assist BSP staff in assisting general education classroom teachers with appropriate curricula and the development of behavior management interventions and the transition of students to and from the Behavior support program. The BSP teacher will follow the regulations associated with IDEA FAPE and procedural safeguards and IEP development and TRAINING and EXPERIENCE:Bachelors or Masters Degree in Elementary Special Education with valid certification from the Rhode Island Department of Education.(Mild Moderate 1-6)Dual certification in elementary education and special education work or professional development hours in social/emotional learning and working knowledge or experience in evidence based intervention of teaching experience with children identified with social/emotional challenges preferably in a public school knowledge and experience in RTI systems PBIS or other school based positive intervention such alternatives to the above qualifications as the committee may deem acceptable and completion of the Science of Reading TrainingStrong communication skills especially regarding working with all stakeholders and outside experience in writing and implementing measurable social/emotional goals and experience in data collection and progress monitoring in social/emotional and behavioral experience in de-escalation techniques and crisis experience in working with students that are in the acting out stages in a school environment. Must understand how to utilize a safe or agreed training in web based special education programs and records :Provides an educational program for students in BSP as defined in the students individual educational program (IEP).Developing and implementing an IEP and behavior plan for each child complimentary to his/her educational social and emotional strengths and weaknesses as defined through the multi-factored evaluation and IEP with service practice policies and procedures in respect of completing and maintaining individual pupil records and case collaboratively with the classroom teachers to interpret the strengths and weaknesses of the students from the program that are struggling to meet the behavioral or social/emotional expectations in their mainstream classes without carefully with both Pell and out of district placements with respect to the re-integration of pupils from outplaced in classroom intervention strategies and assisting the student access to the common core curriculum in the least restrictive environment with the least amount of modifications. Communicates regularly with parents and professional staff regarding the educational social and personal needs of the in screening evaluating and making recommendations regarding tiered intervention as well as the placement of students in the behavioral support program. Support and work with a full range of teaching and support staff in the area of behavior managementHelp collaborate and manage the entrance criteria and exit criteria for students receiving social/emotional and/or behavioral services through the RTI the Pell community in achieving and maintaining positive behavior through developing inclusive whole school necessary data collection and progress monitoring for students in the program as well as students in the intervention status placed in the program and makes recommendations based on the such other responsibilities as requested by Pell Administration and/or Director of Student Services especially regarding intervention initiatives. Participates in professional growth activities through staff development in services workshops and higher OF EMPLOYMENT: Ten-month position; appropriate salary/benefits in accordance with the Teachers Contract. Evaluation in accordance with the process as established by the Rhode Island Department of Education for certified 02/05/2025Applicants are not to approach members of the Newport School Committee. Individual contact between applicants and School Committee members may constitute grounds for disqualifying an Students Opportunities and Access to the World Through Quality EducationAFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYERThe Newport School Department does not discriminate on the basis of race age sex religion sexual orientation gender identity or expression national origin color disability or veteran status.
Employment Type
Full-Time
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