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 

 

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 interventionist’s 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:  

195 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: 

Performance of this job will be evaluated in accordance with provisions of the District’s policy on Evaluation, State Statute, and any applicable Collective Bargaining Agreement.