Behavior Interventionist
Behavior Interventionist
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Job Description
Iowa City Community School District:Special Education Behavior Interventionist
QUALIFICATIONS:
High School Diploma or Associates Degree in Human Services or a Related Field
General knowledge of behavior management strategies
Experience working with diverse populations
Ability to use cultural knowledge to enhance student learning
Initiative to be a self-starter
Willingness to receive certification in QBS Safety Care (crisis prevention and intervention) and additional training as necessary
Completion of 40 hours of behavior Interventionist training upon hiring this may include but is not limited to professional learning job-embedded coaching and independent learning.
Such alternatives to the above qualifications as the district may find appropriate and acceptable.
REPORTS TO: Director of Special Education
SUPERVISES: N/A
Executive Summary:The Special Education Behavior Interventionist will be deployed and assigned as an extension of the tier 3 Social Emotional Behavioral Health (SEBH) Support team. This team member will receive ongoing training coaching and regular direction from SEBH Lead Support Teachers and tier 3 SEBH Coordinator(s). The Special Education Behavior Interventionist will coach school team members on using evidence-based instructional and behavioral strategies within the school setting. This position will build capacity through coaching and modeling to meet the academic behavioral and social-emotional needs of students.
The Special Education Behavior Interventionist will assist in assessing and implementing high-quality behavioral interventions including modeling in daily practice for continuous improvement of social-emotional instruction and academic instructional practices impacting classroom management. Overall the job of the Interventionist is to support the Social Emotional Behavioral Health Support team in building the capacity of the school and its teachers to meet the learning and behavioral needs of all students with a focus on students needing tier 3 SEBH supports. The interventionists goal is to ensure that school staff acquires the understanding and skills to:
1) Enhance SEBH instructional practices at the classroom level by aligning tier 3 BIPs to universal classroom practices
2) Support the development and maintenance of Tier 3 MTSS (Multi-Tiered Systems of Support) and PBIS systems and Tier 3 Brief FBAs and BIPs
3) Support model and coach the use of BIP fidelity checks and respond to the gathered data to improve implementation fidelity.
PERFORMANCE RESPONSIBILITIES:
Work under the direction of the Special Education Tier 3 Social Emotional Behavioral Health team to implement behavior supports aligned with district and building procedures.
Support in the implementation of and modeling of both Tier 3 behavior plans as well as behavior intervention plans (BIPs) for students eligible for special education services.
Raise student achievement graduation rates and outcomes
Develop tier 3 behavioral interventions and intensive strategies to implement with identified students including but not limited to:
Provide direct skill instruction
Review observe record and chart behavior information
Utilize the data-driven decision-making process
Communicate with the appropriate staff
Collect additional data review and analyze and recommend additional steps as part of the school or district-based team.
The Special Education Behavior Interventionist while working with school teams will focus on listening building relationships and teamwork as well as being a source of inspiration and motivation.
Assist with the development of visual supports and other materials to facilitate student and staff success
Attend team meetings within the building for the purpose of communication and service coordination when requested
Assist special education teachers and paraeducators by demonstrating strategies modeling effective behavioral intervention strategies and assisting with individual and/or team planning and problem-solving.
Promote the structure of the building MTSS PBIS and other applicable systems to support student achievement and behavioral success
Assist during a needed crisis behavior management situations &/or office discipline referrals as directed by the building Administrator Director of Special Education or any members of the Special Education Tier 3 Social Emotional Behavioral Health team.
Provide QBS Safety Care training when needed and support in the modeling coaching and problem solving of strategies with building-based staff
Demonstrate sensitivity to diversity in cultural heritage lifestyles and values among children and families
Participate in &/or facilitate building meetings district meetings professional development and individual coaching as assigned
Other duties as assigned
Knowledge Skills and Abilities Required:
Ability to implement trauma-informed strategies when serving students
Ability to establish and maintain effective working relationships with all stakeholders to ensure all learners have a rigorous and personalized learning experience
Ability to work with diverse populations
Skills related to Growth Mindset including flexibility reflection engaging in professional learning opportunities and accepting feedback
Ability to embrace challenges as an opportunity to guide improvement
Ability to work independently within their role and recognize when guidance is needed
Ability to speak clearly and concisely both in oral and written communication
Commitment to ensuring and advocating equity inclusion and access for ALL learners
Ability to take initiative
Ability to recognize sensitive issues and maintain confidentiality
Knowledge of and ability to implement de-escalation techniques
Knowledge of and ability to implement behavior management techniques including evidenced-based strategies
Regular attendance and ability to regularly travel between school locations
Capable of representing Iowa City Community School District in a professional manner which includes but is not limited to confidentiality communication skills and dress
TERMS OF EMPLOYMENT:
200 days total
Teacher calendar year (184 days)
Plus an additional 16 days that are set and shared as part of an established 200-day calendar
Salary and calendar year are to be established by the Board of Education.
EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Districts policy on Evaluation State Statute and any applicable Collective Bargaining Agreement.
Employment Type
Full-Time
