Behavior Intervention Specialist, BAIMS

Bristol Public Schools; Bristol (CT); On-site; USD 55,000 - 75,000; Full time

Job summary

Bristol Public Schools is seeking a Behavior Intervention Specialist (BIS) at Bristol Arts Innovation Magnet School to implement prevention programs and coordinate internal and external resources for at-risk students and families.

The BIS will work with school staff, parents, and community partners to grow the program, supervise interns, and report on program outcomes while promoting restorative practices and positive school climate.

Qualifications

• Demonstrated strength in public speaking is desired.
• Experience collecting, analyzing and reporting data.
• Ability to work collaboratively with staff, parents and partners.

Responsibilities

• Implement schoolwide prevention and intervention programs.
• Coordinate in-school and community resources for at-risk students.
• Collaborate with administration, staff and families to access services.
• Establish partnerships with community organizations to support the program.
• Supervise student interns as a Field Instructor.
• Collect and report data on program activities and outcomes.
• Develop plans for SSS program growth with quarterly progress updates.
• Coordinate quarterly reports reflecting center progress and services.
• Engage area colleges/universities to support internships and programs.
• Implement conflict resolution and restorative practices as directed.

Skills

Public speaking

Data reporting

Team collaboration

Interpersonal skills

Job description

• Position Type: Non-Certified: Support Aides
• Date Posted: 8/14/2026
• Location: Bristol Arts Innovation Magnet School
• Date Available: 26 - 27 SY

POSITION TITLE: BEHAVIOR INTERVENTION SPECIALIST (BIS) DEPARTMENT: BAIMS REPORTS TO: PRINCIPAL

POSITION SUMMARY

The Behavior Intervention Specialist (BIS) will be responsible for the implementation of prevention programs and the coordination of internal and external resources at his/her assigned schools. The coordination of resources would require the Social Emotional Learning Coordinator to work in cooperation with school staff, parents and community-based organization representatives to meet the needs of at-risk students and their families. The BIS program model also requires the promotion of intern participation in the growth of the BIS program and the further development and delivery of prevention efforts.

ESSENTIAL DUTIES & RESPONSIBILITIES

Other duties may be assigned.

• Implement schoolwide programs that contribute to the overall positive school climate.
• Coordinate in-school and community resources to have maximum impact on the delivery of prevention, tiered intervention and treatment programs to at-risk students and their families.
• Work collaboratively with administration, other building personnel and parents to expedite access to services for the school-based targeted population and reduce duplication of services.
• Establish a network of community-based organizations that can provide services through the school and as an external resource.
• Serve as Field Instructor for student interns.
• Collect, analyze, compile and report on data in the areas including but not limited to: number of students serviced in individual or small group intervention, types of groups offered, attendance, and behavior.
• Establish a plan and timeline for the development of the SSS program and provide quarterly reports that outline the progress of the program.
• Coordinate services through the participation in school-based quarterly reports that outline the progress of the center.
• Work cooperatively with area colleges and universities to support Counseling and MSW interns completing internships in the implementation of the SSS program model and all prevention and intervention programs and services.
• Implement programs that will address conflict resolution (i.e.: Second Step curriculum), restorative practices, check in/check out mentoring, as directed by the administrator.
• Any other duties as assigned by building administrator.

ABILITY TO

• Develop and implement program goals and objective.
• Develop and implement trainings as needed and defined by school student support staff.
• Establish and meet timelines
• Work with individuals, small groups and in a team approach.
• Communicate with school-based staff and community-based organization representatives regarding the program initiatives and facilitate discussions on improving program outcomes.
• Work independently with good organizational skills and the ability to be flexible and handle changing priorities.
• Handle stressful situations and work with difficult time constraints.
• Work efficiently and collaboratively with school-based administration and teachers, and community-based organization representatives.

SUPERVISORY RESPONSIBILITIES

Student Interns

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE

• A minimum of two (2) years' experience in order to supervise interns.
• Demonstrated strength in public speaking, desired.
• Demonstrated experience in prevention work.

SALARY

Per contract

DATE OF SERVICE

As soon as possible

HOURS

7:50 AM to 2:50 PM

LANGUAGE SKILLS

Ability to read, analyze and interpret periodicals, professional journals, technical procedures and governmental regulations. Ability to write memos, reports, and correspondence. Ability to effectively present information and respond to questions from groups of administrators, staff, parents and the general public.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and to draw and interpret bar graphs. Ability to calculate figures and amounts such as discount's interest, commissions, proportions, percentages area, circumference and volume. Ability to apply concepts of basic algebra and geometry.

COMPUTER SKILLS

Basic knowledge and experience with standard hardware and software applications. Ability to use computer for E-mail, word processing, accounting, databases and presentations.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

OTHER SKILLS AND ABILITIES

Ability to apply knowledge of current research and teaching competencies to instructional program. Ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents. Skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies and the code of professional responsibility for teachers.

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. Implementation of sustained emergency physical behavior management may be needed occasionally [PMT]. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to fifty (50), such as boxes of books and AV/VCR carts. The employee may also directly responsible for safety, well-being or work output of other people. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.

8/14/2026 IW/mma PC #: 54200015