Location:
Equity & Student Support

Position Summary:
The Behavioral Health Intervention Specialist provides behavior intervention support to students and staff in the development of safety plans. Works with targeted individuals to minimize negative behavioral health instances and replaces them with positive behaviors and actions. Develop targeted strategies to reduce problematic behaviors and encourage productive behaviors through means such as positive reinforcement. The Behavioral Health Intervention Specialist works with the building principal, school counselor, school-based mental health professionals, and school psychologist to coordinate Functional Assessments of Behavior and safety plan(s) that address students’ inappropriate behaviors and provide a means to help the students become more academically successful. Supports classroom and school-wide behavior management strategies.
Essential Duties:

• Will support the district’s initiatives with positive behavior supports and programs.
• Works directly with identified students to adopt behaviors that substantially increase their academic performance.
• Will provide diversified strategies and activities specifically designed for targeted students.
• 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 the 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.
• 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 assisting with 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.
• Support conflict resolution and peer mediation sessions.
• Review behavior referrals and data reports.
• Participate in building-level MDT team and/or grade-level meetings, as appropriate.
• Consult with school guidance counselor, principal, and teachers.
• Comply with all safety policies, practices and procedures; report all unsafe activities to the supervisor.
• 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.
• Performs other duties as assigned.

Job Specifications: 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.
Minimum Qualifications (Knowledge, Skills and/or Abilities):

• Bachelor’s degree in Mental Health Counseling or related field.
• Must have Two (2) years of experience/background in crisis counseling, individual and group counseling.
• Must have Two (2) years of professional experience in working with children and/or adolescents in a public school, social service agency, or health care facility.
• Proficient in a number of therapeutic models including CBT.

• Must be able to:

Preferred Qualifications (Knowledge, Skills and/or Abilities):

• Five (5) or more years’ Experience/Background in crisis counseling, individual and group counseling

*Relevant experience may be substituted for formal education at a 2:1 ratio. Therefore for every 1 year of college lacking, 2 years of directly relevant experience may be substituted.
Physical/Mental Requirements:

• Must have adequate manual dexterity to write legibly and perform required duties on the computer.
• Must have adequate visual acuity to read, interpret and transcribe written material and other required duties.
• Requires normal range of hearing and clear speaking abilities to interact appropriately with others in person and on the telephone.
• Requires some stooping, bending, stretching and occasional lifting not to exceed 25 pounds.
• Sitting for prolonged periods of time.
• May periodically require work outside of normal business hours, including weekends, under sometimes. stressful conditions in order to meet business needs and strict deadlines.

Work Environment:

• Office duties will be performed in a well-lighted, climate controlled environment.
• Use of personal vehicle within and outside of the District

Reports To: Principal/Director of Mental Health
FSLA Status: Non-Exempt
Compensation: 915
Work Days: 186
FTE: 100