Job Description: Behavior Interventionist

Position Summary

The Behavior Interventionist is responsible for providing proactive behavioral support to promote student success through relationship-building skill development and early intervention. The primary role of this position is to prevent behavioral concerns from escalating by teaching social-emotional and behavioral skills implementing individualized interventions and collaborating with staff and families to support positive student outcomes.

The Behavior Interventionist serves as a coach mentor and problem-solver for students experiencing behavioral social or emotional challenges. This position works collaboratively with the Principal Assistant Principal Behavior Response Specialist Teachers School Social Worker Special Education Staff and families to increase student success improve school climate and reduce behavioral disruptions through preventative support.

The Behavior Interventionist is not the primary disciplinarian or crisis responder. While the position may provide support during behavioral crises when requested its primary responsibility is prevention intervention restorative follow-up and helping students develop the skills needed to be successful in school.

Position Philosophy

The Behavior Interventionist recognizes that behavior is a form of communication and that students are most successful when behavioral expectations are explicitly taught consistently reinforced and supported through positive relationships. This position is grounded in the belief that behavior can be changed through prevention instruction coaching and restorative practices rather than punishment alone. The ultimate goal is to help students develop the behavioral social and emotional skills necessary to thrive academically and personally while creating a positive and inclusive school environment.

Essential Duties and Responsibilities

Proactive Student Support

• Build positive trusting relationships with students across grades K12.
• Identify students who may benefit from behavioral interventions through observations referrals and data review.
• Provide individual and small-group behavioral coaching.
• Teach self-regulation emotional regulation executive functioning communication problem-solving and conflict-resolution skills.
• Support students during challenging transitions and unstructured times throughout the school day.
• Reinforce school-wide behavioral expectations through Positive Behavioral Interventions and Supports (PBIS).
• Encourage student engagement self-advocacy and personal responsibility.

Behavioral Interventions

• Coordinate and facilitate Check-In/Check-Out (CICO) and other Tier II interventions.
• Complete Functional Behavioral Assessments (FBAs) through observations and behavioral data collection.
• Develop and implement individualized Behavior Intervention Plans (BIPs) and behavior support strategies.
• Monitor student progress and adjust interventions in collaboration with the student support team.
• Teach and reinforce replacement behaviors that promote long-term behavioral success.
• Develop individualized behavior goals and monitor student progress toward those goals.
• Assist in developing proactive classroom supports that reduce challenging behaviors.

Staff Collaboration

• Collaborate with teachers to implement proactive classroom behavior management strategies.
• Provide consultation regarding behavioral supports accommodations and interventions.
• Model effective de-escalation relationship-building and positive behavior support techniques.
• Participate in MTSS IEP Section 504 Student Intervention Team (SIT) Meetings and behavior planning meetings.
• Collaborate with the Behavior Response Specialist to ensure students receive appropriate follow-up support after behavioral incidents.
• Work closely with administration the School Social Worker Counselor and Special Education staff to coordinate services.

Family Collaboration

• Build positive partnerships with parents and guardians.
• Communicate behavioral progress intervention strategies and student successes as appropriate.
• Collaborate with families to establish consistent behavioral expectations at home and at school.
• Provide families with resources and strategies to support positive behavioral growth.

Crisis Support (Secondary Responsibility)

• Assist during behavioral crises only when requested by the Behavior Response Specialist Principal Assistant Principal or Administration.
• Utilize district-approved currently Crisis Prevention Institute (CPI) verbal de-escalation techniques to assist in calming students.
• Support students in processing behavioral incidents after they have regained emotional regulation.
• Assist with successful reintegration into the classroom following disciplinary action.
• Coordinate restorative conversations mediations and re-entry meetings after disciplinary consequences have been addressed.

Responsibilities Not Assigned to This Position

The Behavior Interventionist is not expected to:

• Serve as the primary responder to behavioral crises.
• Routinely remove students from classrooms.
• Determine disciplinary consequences outside of Behavior Intervention Plans (BIPs).
• Conduct disciplinary investigations.
• Contact parents regarding disciplinary decisions unless requested by administration.
• Supervise in-school suspension detention or behavior reset rooms as a primary responsibility.
• Function as school security or law enforcement.
• Replace classroom teachers in managing routine classroom behavior.

Qualifications

• Bachelors degree or higher in education psychology criminal justice social work child development or a related field; or equivalent experience working with children and adolescents.
• Experience working with students exhibiting behavioral emotional or social challenges.
• Strong interpersonal communication and relationship-building skills.
• Ability to maintain confidentiality in accordance with FERPA and district policies.

• Ability to remain calm and make sound decisions during high-stress situations.
• Valid Michigan drivers license.

Knowledge Skills and Abilities

The successful candidate will demonstrate the ability to:

• Build trusting and supportive relationships with students.
• Teach behavioral and social-emotional skills effectively.
• Analyze behavioral data to guide interventions.
• Implement individualized Behavior Intervention Plans (BIPs).
• Implement Positive Behavioral Interventions and Supports (PBIS) Multi-Tiered Systems of Support (MTSS) and trauma-informed practices.
• Utilize restorative practices and mediation techniques.
• Collaborate effectively with teachers families and student support personnel.
• Maintain professional boundaries while fostering positive student relationships.
• Demonstrate flexibility patience and sound judgment.
• Promote equitable culturally responsive and trauma-informed practices.
• Implement Check-In/Check-Out (CICO) or other Tier II interventions.
• Develop Functional Behavioral Assessments (FBAs).
• Utilize restorative practices and conflict mediation as part of work with individual students.
• Collaborate with multidisciplinary student support teams.
• Utilize Training in Crisis Prevention Institute (CPI) Safety Care Handle With Care or other approved crisis intervention programs.

Physical Requirements

• Ability to move throughout the school building frequently.
• Ability to supervise students in classrooms hallways playgrounds and other school environments.
• Ability to respond promptly when behavioral support is requested.
• Ability to occasionally lift or assist students as permitted through district-approved crisis intervention training.
• Ability to safely utilize approved de-escalation techniques when assisting during behavioral situations.

Work Environment

The Behavior Interventionist works throughout the K12 school environment including classrooms hallways cafeterias playgrounds gymnasiums and other school settings. The position requires flexibility collaboration professionalism and responsiveness to changing student needs while maintaining a positive student-centered approach.

Reports To

Assistant Principal or Principal

Performance Expectations

Success in this position is demonstrated by:

• Positive relationships with students staff and families.
• Effective implementation of proactive behavioral interventions.
• Reduction in the frequency and intensity of recurring behavioral concerns.
• Increased student use of replacement behaviors and self-regulation strategies.
• Accurate and timely documentation of interventions and student progress.
• Effective collaboration with teachers administration and support staff.
• High-fidelity implementation of PBIS MTSS and individualized behavioral supports.
• Promotion of a safe respectful and supportive school climate.