District Behavior Interventionist

Wayne County Schools Employment Network; Nova Crixás; Presencial; BRL 214 000 - 326 000; Tempo integral

Resumo da oferta

Wayne County Schools Employment Network seeks a District Behavior Interventionist to provide direct behavioral support across elementary and secondary levels. The role focuses on students with behavioral, social-emotional, or self-regulation challenges to improve engagement and academic success.

The position collaborates with administrators, teachers, and families, contributing to MTSS/PBIS initiatives and restorative practices, and requires flexibility across grade levels and buildings.

Qualificações

• Bachelor's degree in a behavioral health field.
• Experience working with children/adolescents with behavioral, social-emotional or self-regulation challenges.
• Knowledge of PBIS, MTSS, restorative practices, and trauma-informed educational practices.

Responsabilidades

• Provide individual and small-group behavioral interventions for students in grades K–6 and 9-12.
• Support students with emotional regulation, impulsivity, aggression, conflict resolution, school avoidance, and other behaviors affecting learning.
• Teach coping strategies, self-regulation, problem-solving, and positive social interactions.
• Help students develop replacement behaviors for classroom participation.
• Provide in-the-moment behavioral support to de-escalate and return to learning.
• Establish positive relationships while maintaining professional boundaries.
• Collaborate to identify students needing targeted or intensive behavioral support.
• Observe behavior across settings to identify patterns and triggers.
• Assist in developing Behavior Intervention Plans (BIPs).
• Monitor intervention strategies and collect/analyze data.

Conhecimentos

Behavioral interventions

PBIS

MTSS

Trauma-informed practices

Data-driven decisions

Crisis intervention

Formação académica

Bachelor's degree in behavioral health science or related field

Descrição da oferta de emprego

POSITION DESCRIPTION

Reports To: Designated District Administrator

LOCATION: Districtwide – Elementary and Secondary

SALARY: Commensurate with experience

TERMS: Full time, non-union 10-month Position with Fringe Benefits

FUNDING: 31a

Position Summary

The District Behavior Interventionist provides direct behavioral intervention and student support services across elementary and secondary school settings. The primary responsibility of this position is to assist students experiencing behavioral, social-emotional, or self-regulation challenges that interfere with their academic success, school engagement, and positive participation in the learning environment.

The Behavior Interventionist works collaboratively with building administrators, teachers, school counselors, social workers, special education staff, and families to identify behavioral needs, implement targeted interventions, and promote positive student outcomes.

This position supports the district's Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), and restorative practices initiatives through proactive intervention, skill development, crisis prevention, and data-informed decision-making.

The position requires flexibility to work with students across multiple grade levels and school buildings, responding to varying developmental, behavioral, and social-emotional needs.

Essential Duties and Responsibilities

Direct Student Behavioral Intervention

• Provide individual and small-group behavioral interventions for students in grades K–6 and 9-12.
• Support students demonstrating challenges with emotional regulation, impulsivity, aggression, conflict resolution, school avoidance, and other behaviors that interfere with learning.
• Teach and reinforce appropriate coping strategies, self-regulation skills, problem-solving techniques, and positive social interactions.
• Assist students in developing replacement behaviors that promote successful participation in classroom instruction and school activities.
• Provide in-the-moment behavioral support to help students de-escalate and return to the instructional environment.
• Establish positive, supportive relationships with students while maintaining consistent behavioral expectations and appropriate professional boundaries.

2. Behavioral Assessment and Intervention Planning

• Collaborate with school personnel to identify students requiring targeted or intensive behavioral support.
• Observe student behavior across instructional and non-instructional settings to identify patterns, triggers, and environmental factors contributing to behavioral challenges.
• Assist in developing Behavior Intervention Plans (BIPs) in collaboration with qualified school personnel.
• Monitor individualized behavioral intervention strategies.
• Collect and analyze student behavioral data to determine intervention effectiveness and recommend adjustments.
• Participate in student support meetings, MTSS meetings, and intervention planning discussions.
• Support the consistent implementation of behavioral strategies across classrooms and school environments.

3. Crisis Prevention and De-escalation

• Respond to behavioral incidents requiring immediate intervention or additional student support.
• Utilize evidence-based, trauma-informed de-escalation strategies to address student dysregulation and prevent escalation.
• Assist students in safely transitioning back into classroom instruction following behavioral incidents.
• Collaborate with administrators and student services personnel when addressing significant behavioral concerns.
• Support the development of individualized prevention and response strategies for students exhibiting recurring behavioral challenges.
• Follow district policies, established safety protocols, and applicable laws regarding crisis intervention and student safety.
• Participate in post-incident debriefing and restorative processes when appropriate.

4. Schoolwide Behavioral Systems and Staff Collaboration

• Support the implementation of districtwide PBIS, MTSS, and restorative practices frameworks.
• Collaborate with teachers to identify classroom strategies that reduce disruptive behaviors and increase student engagement.
• Model effective behavioral intervention techniques for instructional and support staff.
• Assist school teams in developing proactive strategies for students demonstrating persistent behavioral needs.

5. Family Engagement and Community Collaboration

• Communicate with parents and guardians regarding student behavioral progress, intervention strategies, and opportunities for reinforcement at home.
• Participate in parent conferences and student support meetings as appropriate.
• Collaborate with school-based student services teams to connect students and families with additional support resources.
• Maintain confidentiality and professionalism in all communications with students, families, and staff.

6. Documentation, Data Collection, and Progress Monitoring

• Maintain accurate and timely documentation of student interventions, behavioral incidents, and progress.
• Monitor individual student behavioral goals and assess intervention effectiveness.
• Utilize behavioral data, attendance trends, office discipline referrals, and other relevant indicators to identify student needs.
• Ensure all documentation and student information are maintained in accordance with district procedures and applicable confidentiality requirements.

Qualifications

Education

Bachelor's degree from an accredited college or university in a behavioral health science or closely related field.

Experience and Professional Knowledge

• Experience working with children or adolescents who demonstrate behavioral, social-emotional, or self-regulation challenges.
• Knowledge of behavioral intervention strategies, child and adolescent development, and positive behavior supports.
• Understanding of trauma-informed practices, behavioral de-escalation, and relationship-based approaches to student support.
• Ability to work effectively with students across elementary and secondary grade levels.
• Strong interpersonal, organizational, communication, and problem-solving skills.
• Ability to collect and interpret behavioral data and maintain accurate intervention documentation.
• Ability to respond calmly and professionally in challenging or emotionally charged situations.
• Demonstrated ability to work collaboratively with multidisciplinary teams.
• Ability to maintain student confidentiality and adhere to district policies and procedures.
• Successful completion of required background checks and other applicable school employment requirements.

Preferred Qualifications

• Two or more years of experience providing behavioral support to children or adolescents in a school, community mental health, behavioral health, or related setting.
• Experience implementing positive behavior interventions and individualized behavior support plans.
• Knowledge of PBIS, MTSS, restorative practices, and trauma-informed educational practices.
• Experience supporting students with disabilities, emotional impairments, or significant behavioral needs.
• Training in crisis prevention, verbal de-escalation, or an approved crisis intervention program.
• Experience working with students and families from diverse cultural, linguistic, and socioeconomic backgrounds.

Familiarity with special education processes, Section 504, and student behavioral support requirements.

Additional Information

The District Behavior Interventionist provides educationally focused behavioral intervention and student support. The position does not independently provide clinical diagnosis, psychotherapy, or other services requiring professional licensure unless the employee separately possesses the appropriate credentials and is specifically authorized to perform those duties.

This job description is intended to outline the general responsibilities and qualifications of the position and is not an exhaustive list of all assigned duties. The District reserves the right to modify responsibilities based on student and organizational needs.

The Student Support Specialist is a 184 day position.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions:

• The employee must occasionally lift and move up to 25 pounds in supplies, which requires bending, stooping and lifting.
• The employee must be able to use a variety of instructional materials in the classroom.
• The employee must use hands and arms to manipulate objects.
• The employee must use keyboards, tools and other controls.
• The employee must sit and stand for long periods of time.
• The employee must have normal visional and hearing with or without aid.
• The employee must be able to move about assigned location unaided during the day.

Work Environment

• The noise level in the work environment will vary and can range from soft to loud. Often the noise level in the work environment will be moderate to loud.
• The employee is required to interact with students, staff, parents/guardians and occasionally with the public.
• At times, the employee may be directly responsible for the safety and well-being of students.

Non-Discrimination Statement

The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity) disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "protected Classes"), in its programs and activities, including employment opportunities.