2026-27 Behavior Interventionist SC Shea MS

Behavior Interventionist S/C

Location: Shea Middle School

FTE: 1.0

Non-Interim Position

Dates: 7/27/2026 - 5/27/2027

Purpose Statement

TheBehavior Interventionist provides leadership and direction at the school level working to design implement coordinate and evaluate a comprehensive behavior support addition the Elementary Behavior Specialist works directly and aggressively with identified students to adopt behaviors that substantially increase their academic performance. Under the supervision of the building principal and district representative the Behavior Interventionist will provide diversified strategies and activities specifically designed for targeted students.

This job reports to Site Administrator

Essential Functions

Effectively support student acquisition of core curriculum and content standards identified by the State of Arizona and the Paradise Valley Unified School District.

Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.

Facilitate team meetings with the identified students teachers and parents for the purpose of completing a Functional Behavior Assessment.

Facilitate team meetings that: design Behavior interventions Plans; address classroom organization effective instruction social skills instruction and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.

Work with individual teachers groups of teachers and/or the entire staff on issues such as: crisis intervention learning and collaboration issues and factors that can affect development and implementation of interventions.

Promote highly specialized positive behavior interventions in which at risk students thrive: behavior instruction that is explicit intensive accelerated and provides ample practice.

Use ongoing assessments to maintain a record of student progress.

Develop a repertoire of assessment strategies consistent with instructional goals teaching methods and individual student needs to more accurately assess student behavior skills and understandings.

Regard assessment as a joint venture through which both student and teacher understanding is enhanced.

Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills knowledge and understandings.

Model good assessment processes that assist students in assessing their own work and behavior

Provide recognition of a variety of student accomplishments and positive behaviors

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 in their implementation of positive behavior support in their classrooms.

Continually supervise students to ensure a safe non-threatening nurturing environment where students can thrive.

Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students targeted students and students who represent sub-group populations.

Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.

Conduct conflict resolution and peer mediation sessions.

Review behavior referrals and data reports.

Participate in building level and/or grade level meetings as appropriate.

Consult with school social worker counselor and teachers

Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices.

Serve as a consultant to administrators teachers and parents.

Organize and schedule time commitments to meet demands of the job.

Comply with all safety policies practices and procedures. Report all unsafe activities to supervisor and/or Human Resources.

Participate in proactive team efforts to achieve District building departmental and/or grade level goals.

Provide leadership to others through example and sharing of knowledge/skill.

Other Functions

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills Knowledge and Abilities

SKILLS are required to perform multiple highly complex technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; repairing and maintaining accurate records; applying curriculum and instructional techniques.

KNOWLEDGE is required to perform algebra and/or geometry; read technical information compose a variety of documents and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes policies regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques methods of instruction.

ABILITY is required to schedule activities meetings and/or events; gather collate and/or classify data; and use job- related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishingand maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; meeting deadlines and schedules; working as part of a team; adhering to all school and district policies and procedures.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; utilization of resources from other work units is often required to perform the jobs functions. There is some opportunity to significantly impact the organizations services.

Work Environment

The usual and customary methods of performing the jobs functions require the following physical demands: occasional lifting carrying pushing and/or pulling significant stooping kneeling crouching and/or crawling and significant fine finger dexterity. Generally the job requires 10% sitting 40% walking and 50% standing. The job is performed under some temperature extremes and under conditions with some exposure to risk of injury and/or illness.

Experience: Job related experience is desired.

Education: Bachelors degree in job-related area.

Equivalency:

Required Testing Certificates and Licenses

AZ Teaching Certification Degree in Social Work

Continuing Educ./Training Clearances

Criminal Background Clearance

Valid Arizona IVP Fingerprint Clearance Card

FLSA Status - Exempt

Paradise Valley Unified School District does not discriminate on the basis of race color religion national origin age sex or disability in admission or access to or treatment or employment in its programs and activities. Any person having inquiries concerning the Schools compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI) Section 504 of the Rehabilitation Act of 1973 (Section 504) Title II of the Americans with Disabilities Act of 1990 (ADA) or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resources.