Under general supervision from the Exceptional Education Director, the Behavior Intervention Specialist assists students with academic, behavioral and developmental abilities.

Primary Job Functions

Primary functions may include the following tasks, knowledge, abilities, skills, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

Essential Components of the Job

Individual Student Planning

• Assists all students, individually or in groups, with developing academic, career and personal/social skills, goals and plans.
• Provides student behavioral management consultation and planning, including classroom observations, monitoring, and follow-up.
• Conducts behavior observations for use in Functional Behavior Assessment (FBA) and Behavior Intervention Plans (BIP).
• Provides BIPs for specific students; when required provide IEP behavior goals for specific Special Education students as required.
• Provides behavior intervention coaching.
• Accurately and appropriately interprets and utilizes student data.
• Collaborates with parents/guardians and educators to assist students with educational, career and life planning.

Preventive and Responsive Service

• Provides individual and group counseling to students with identified concerns and needs.
• Provides activities designed to improve and support the emotional, behavioral and social skill development of students.
• Provides crisis intervention and student support groups (grief/loss, social skills, friendship, divorce, etc.).
• Consults and collaborates effectively with parents/guardians, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs.
• Functions as a member of an effective referral and follow-up process as needed.
• Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services.
• Provides assistance to families with the referral process for ongoing individual/family counseling, medical issues, or other social services provided through the community.
• Attends and participates in Agency meetings and consultations.
• Conducts guidance classes and/or workshops, conferences, and training sessions for students which are designed to increase their understanding and knowledge of and individual skills and abilities in problem solving, goal-setting, decision-making, relationships, inter-and intrapersonal communications, conflict resolution, career and education/training identification, substance abuse, self-esteem, personal growth and development, and cultural identity.
• Conducts training sessions for staff, parents, and other community-members in areas of personal growth and development, to include parenting, motivation, self-esteem, communication skills, problem-solving, decision-making, cultural identity, and other areas of focus that are designed to enhance the support system and advocacy for students.
• Provides advocacy to students in their efforts to access and require supplementary services to meet their needs from school, local, and other resources (medical, dental, psychological, economic, etc.) available to students.
• Adheres to laws, policies, and ethical standards of the school counseling profession.

System Support

• Provides classroom support, coaching and consultation for teachers and staff.
• Provides suggestions and support in the areas of curriculum development, classroom setup, planning activities and useful techniques for working with special needs children and/or children with challenging behaviors.
• Assists teachers, parents/guardians, and other stakeholders in interpreting and understanding student data.
• Participates in professional development activities to improve knowledge and skills.
• Uses available technology resources to enhance the school counseling program.

Accountability

• Conducts a yearly program audit to review extent of program implementation and effectiveness.
• Collects and analyzes data to guide program direction and emphasis.

• Completes monthly reports and keeps up to date documented files on each student seen.
• Measures results of the comprehensive school counseling program activities and shares results as appropriate with relevant stakeholders.
• Monitors student academic performance, behavior, and attendance and facilitates appropriate interventions.
• Maintains data and information regarding students in a confidential matter in accordance with Privacy Act, Confidentiality Act, the Counseling Profession ethical requirements, and other applicable standards and ethical requirements.
• Conducts duties and responsibilities in accordance with SRPMIC School Board Policies and Procedures.
• Ensures that individual endeavors are complimentary to the standards of the Counseling profession and to the nature of respected individuals, including demonstration of positive behavior in the community as well as in the school environment.

Development and Management of School Counseling Program

• Discusses the comprehensive school counseling program with the school administrator.
• Develops and maintains a written plan for effective delivery of school counseling based on best practices and current individual school data.
• Communicates the goals of the school counseling program to education stakeholders (i.e., administrators, teachers, parents and community).
• Maintains current and appropriate resources for education stakeholders.
• Uses the majority of time providing direct services through individual student planning and preventive and responsive services. Most remaining time in system support, accountability, and program management.
• Uses data to develop comprehensive programs that meet student needs.

Other

Knowledge, Skills, Abilities and Other Characteristics

A willingness to learn and understand: 

• The History, culture, traditions, and customs of the Salt River Pima-Maricopa Indian Community.
• Education Division policy and procedures
• Education Division and Tribal Government general policies and procedures.

Knowledge of:

• Childhood learning concepts, principles, theories and their application to the educational needs of the Pima and Maricopa people.
• Various techniques used to help individuals who are emotionally, mentally, physically, or developmentally disabled

• Methods used in an educational setting to improve behavior and work with mental health needs for children
• Chemical dependency issues and the impact on education
• How an educational system operates and the necessary Federal and State critical components that are involved within its operation
• Governmental regulations associated with IEPs

Skilled in:

• Computer programs including MS Office Suite and Internet usage
• Assessing, reviewing and recording information 
• Oral and written communication/interpersonal skills

Ability to:

• Make home visits within the Community
• Compile reports
• Emphasize integration of behavior and mental health therapies within the general educational curriculum
• Plan, organize and implement intervention strategies using the continuum of service delivery approach in accordance with student’s needs
• Interpret assessment results and uses the results to develop behavior intervention plans and strategies
• Maintain records of student’s activities and progress
• Engage in decision-making with other collaborators in regards to writing goals and objectives for an Individualized Education Plan
• Facilitate transition among agencies, programs, and other professionals as service provision changes occur
• Work in an environment where frequent interruptions occur and priorities are often shifted

Education and experience: Master’s Degree from accredited college or university in Counseling, Family Therapy, Psychology, Sociology, Social Work, Education, Special Education or closely related field and two (2) years of counseling or behavioral therapy work experience. Three (3) years of work experience in an educational setting also required. Arizona State Certification in Counseling or field related Behavioral Therapy. 

Driving Requirement: This job description does not require the incumbent to drive; however, any employee who chooses or is asked to drive any vehicle for work related community business must receive written annual authorization to do so. For clarification, work related community business includes driving to and from SRPMIC government sites and buildings.

Equivalency: Any equivalent combination of education and/or experience that would allow the candidate to satisfactorily perform the duties of this position, will be considered.

Underfill Eligibility: An enrolled Community Member whom closely qualifies for the minimum qualifications for a position may be considered for employment under SRPMIC Policy 2-19, Underfill.

Must be able to pass a Pre-Employment Drug Test and extensive Fingerprint and Background Check. Employee is Subject to Random Drug Testing and completion of a Background Check every five (5) years.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

"SRPMIC is an Equal Opportunity/Affirmative Action Employer" Preference will be given to a qualified: Community Member Veteran, Community Member, Spouse of Community Member, qualified Native American, and then other qualified candidate.

In order to obtain preference, the following is required: 1) Qualified Community Member Veteran (DD-214) will be required at the time of application submission 2) Qualified Community Member (must provide Tribal I.D at time of application submission),3) Spouse of a Community Member (Marriage License/certificate and spouse Tribal ID or CIB is required at time of application submission), and 4) Native American (Tribal ID or CIB required at time of application submission).

Documents may be submitted by one of the following methods: 

1) attach to application

2) fax (480) 362-5860

3) mail or hand deliver to Human Resources.

Documentation must be received by position closing date. 

The IHS/BIA Form-4432 is not accepted. 

Your Tribal ID/CIB must be submitted to HR-Recruitment-Two Waters.