Behavior Intervention Specialist
Location: Hidden Hills Elementary School
FTE: 1.0
Non-Interim Position
Dates: 11/25/2024 - 5/23/2025
Purpose Statement
The Behavior Intervention Specialist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support program. In addition, the Elementary Behavior Specialist works directly and aggressively with identified students to adopt behaviors that substantially increase their academic performance. Under the supervision of the building principal and district representative, the behavior Intervention Specialist will provide diversified strategies and activities specifically designed for targeted students.
This job reports to Site Administrator
Essential Functions
Effectively support student acquisition of core curriculum and content standards identified by the State of Arizona and the Paradise Valley Unified School District.
Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
Facilitate team meetings with the identified student's teachers and parents for the purpose of completing a Functional Behavior Assessment.
Facilitate team meetings that: design Behavior interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
Promote highly specialized positive behavior interventions in which "at risk" students thrive: behavior instruction that is explicit, intensive accelerated and provides ample practice.
Use ongoing assessments to maintain a record of student progress.
Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
Regard assessment as a joint venture through which both student and teacher understanding is enhanced.
Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills, knowledge, and understandings.
Model good assessment processes that assist students in assessing their own work and behavior
Provide recognition of a variety of student accomplishments and positive behaviors
Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
Conduct conflict resolution and peer mediation sessions.
Review behavior referrals and data reports.
Participate in building level and/or grade level meetings, as appropriate.
Consult with school social worker, counselor, and teachers
Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices.
Serve as a consultant to administrators, teachers, and parents.
Organize and schedule time commitments to meet demands of the job.
Comply with all safety policies, practices and procedures. Report all unsafe activities to supervisor and/or Human Resources.
Participate in proactive team efforts to achieve District, building, departmental and/or grade level goals.
Provide leadership to others through example and sharing of knowledge/skill.
Other Functions
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; repairing and maintaining accurate records; applying curriculum and instructional techniques.
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques, methods of instruction.
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job- related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; meeting deadlines and schedules; working as part of a team; adhering to all school and district policies and procedures.
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services.
Work Environment
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 10% sitting, 40% walking, and 50% standing. The job is performed under some temperature extremes and under conditions with some exposure to risk of injury and/or illness.
Experience: Job related experience is desired.
Education: Bachelors degree in job-related area.
Equivalency:
Required Testing Certificates and Licenses
AZ Teaching Certification, Social Worker License or Counselor Certificate or Master's Degree in Social Work
Continuing Educ./Training Clearances
Criminal Background Clearance
Valid Arizona IVP Fingerprint Clearance Card
FLSA Status - Exempt
Paradise Valley Unified School District does not discriminate on the basis of race, color, religion, national origin, age, sex or disability, in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (ADA), or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resources. |