Behavior Interventionist

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Position Description

TITLE: Behavior Interventionist REPORTS : Principal/School Administrator

COMMUNITY: N/A CLASSIFICATION: KEA

FLSA: Exempt WORK YEAR: 185 KEA Calendar

ISSUED: February 27, 2024 SALARY: KEA Salary Schedule

PRIMARY PURPOSE:

Under the direction of the Principal, the Behavior Intervention Teacher assists in the students' adjustment and integration within the general educational setting. The Behavior Intervention Teacher ensures contact with students, families, school staff, and administrators via individual, group, and family meetings to resolve student, home, and school -based challenges and facilitate the educational process.

ESSENTIAL JOB DUTIES:

Assists the principal in achieving school and district objectives and carrying out policies established by the Board of Directors in Successfully Preparing All Students for Their Futures.

Works with teachers and school/district staff to develop instructional and behavioral programs to meet the individual learning needs of students; implements alternative behavior modification techniques that meet individual student needs, assists in developing accommodations and supports for successful inclusion in general education.

Provides direct individual and/or group behavioral management support groups and case management services to students and families.

Consults, assists, and meets with school or district administrators, teacher teams, individual teachers, support staff, and outside agency personnel (e.g., mental health counselors) in management of students displaying behavioral problems.

Maintains appropriate and timely student records and other reports using designated district computer systems.

Assesses, determines, and interprets current levels of performance for students and assists with functional behavioral assessments.

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Plans, develops, and monitors behavioral programs carried out by non-endorsed certificated staff and classified staff.

Works collaboratively with administrators, program teachers, classroom teachers, paraeducators, and other staff involved with students, mental health staff, and others.

Works closely with parents/guardians to develop a strong home-school partnership.

Provides crises intervention during school hours.

Facilitates interagency staffing on students.

Provides needed training on social, mental health issues, classroom management and team building to school and district staff and parents/guardians.

Provides information to staff and families on a variety of behavioral and/or mental health topics to support students'' educational programming.

Assists in coordination of policies/programs that promote parent/guardian education and parent/guardian, student, and community collaboration is support of district initiatives.

Collaborates with Inclusive Education Services, Health Services, and Instructional Services to ensure a comprehensive and coherent continuum of services for students.

Maintains professional competency by attending district and other staff development conferences and workshops.

Communicates regularly with colleagues, administrators, other district staff, and parents in a positive and constructive manner.

Maintains order in the classroom and in the building.

OTHER JOB DUTIES:

• Maintains adequate and careful records as required by the principal and district.
• Provides for the care of school property and appropriate use of supplies, equipment, and utilities.
• Participates in required district-level, school site, and department level meetings.
• Serves on committees and works on special projects.
• Performs other duties as assigned.

REQUIRED QUALIFICATIONS: Knowledge, Skills, and Abilities

• Knowledge of current research-based strategies and behavioral programs for disruptive students, physical intervention strategies and procedures, and strategies to meet the educational needs of students with behavioral challenges.

• Knowledge of principles, practices, trends, goals, and objectives of public education.

• Knowledge of research, best practices and technical aspects of field of specialty.

• Knowledge of Federal and state laws governing education, Washington state standards, and Common Core State Standards.

• Knowledge of data management systems to measure the educational effectiveness of individualized student programs.

• Effective facilitation skills for various professional interactions with adults. 3

• Knowledge of laws, principles, practices, goals, and objectives of mental health and behavioral education.

• Record-keeping techniques.

• Knowledge of district organization, operations, policies, and procedures.

• Knowledge of educational and business technology programs, procedures and methods, computer equipment, and computer software necessary to perform required duties, including but not limited to record-keeping and integration of instruction in the classroom.

• Oral and written communication skills, including English usage, grammar, spelling, punctuation, vocabulary, composition, and skills in mathematics.

• Ability to earn trust and credibility with colleagues, students, and parents.

• Ability to effectively model, co-teach, and co-plan with teachers; effectively team with school staff, mental health counselors, and outside consultants/agencies.

• Ability to analyze data to identify and implement appropriate instructional/behavioral practices and interventions.

• Ability to demonstrate leadership qualities and utilize motivational techniques and strategies in the development of an effective teaching and learning environment.

• Ability to operate technology hardware and software necessary to perform assigned duties/responsibilities.

• Ability to successfully implement intervention models - behavioral and cries intervention strategies and techniques.

• Ability to collaborate with others, including certificated and classified staff, who used varied learning/teaching styles to meet student needs.

• Ability to demonstrate multicultural and ethnic understanding and sensitivity, and communicate effectively with all cultural groups in the school community.

• Ability to communicate effectively, both orally and in writing.

• Ability to write/present in a clear and concise manner for broad public appeal and interpretation.

• Ability to gain cooperation through discussion and persuasion; promote consensus in groups of individuals with diverse interests and values.

• Ability to facilitate and promote collaborative decision-making; facilitate conflict resolution.

• Analyze complex situations and synthesize diverse information carefully and adopt an effective course of action.

• Ability to plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks, with many interruptions.

• Ability to work independently with minimum direction and supervision; work under pressure.

• Ability to understand, analyze, and prepare comprehensive, narrative and statistical reports.

• Ability to use effective interpersonal skills to establish and maintain cooperative and effective working relationships with school and district personnel, parents, and external partners.

Education and Experience Bachelor's degree; Washington Multiple Subject or Single-Subject Teaching Credential, Washington State Social Worker Credential, or Washington State Counselor Credential; or any equivalent combination of education, experience, and training that would provide the applicant with the desired knowledge, skills, and abilities required to perform the work and to meet certification requirements.

Allowable Substitutions N/A

Licensing and Certification Valid Washington State teachers or ESA certificate with appropriate endorsements 4

WORKING CONDITIONS: The daily counseling activities are performed in a school setting. There is a high level of interaction with students. The work may require moving, lifting, and storing of materials and equipment. Frequent interruptions occur and visual and mental concentration on details and precision is required. The counselor may be exposed to infectious diseases and biohazards WORKING RELATIONSHIPS: Reports to principal or other administrator. Interacts daily with students; maintains cordial and cooperative working relationships with colleagues, parents, administrators, and other district staff.

EVALUATION: Evaluation responsibilities are assigned to the principal or other school administrator.

In compliance with the Americans with Disabilities Act, the Kent School District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the Division of Human Resources.