Behavior Interventionist

General Description: Serve as PCPS’s dedicated behavioral resource by conducting functional behavioral assessments, developing and monitoring behavior intervention plans, coaching classroom staff, delivering trauma-informed programming, and contributing to school safety and threat assessment processes.  This grant-funded position will serve all seven schools across the division.

Requirements:

1.  Bachelor’s degree in special education, psychology, counseling, social work, applied behavior analysis, or a closely related field.
2. Master’s degree in behavior analysis, school counseling, or educational leadership preferred.
3. Valid VDOE teaching license with endorsement in special education or related area preferred; or equivalent combination or training and experience
4. Current certification or willingness to obtain certification in crisis intervention training within 90 days of hire.
5. Minimum of three years of experience working directly with students with behavioral, emotional, or developmental disabilities in a school or clinical setting.
6. Experience coaching or mentoring staff in behavioral intervention and positive behavior support strategies.
7. Familiarity with trauma-informed care framework, restorative practices, and evidence-based de-escalation methodologies.
8. Strong knowledge of IDEA, 8VAC20-81, and the legal requirements governing FBAs and BIPS for students with disabilities.

Reports To:  School Principals, Director of Special Education

Essential Job Functions:

1. Conduct comprehensive Functional Behavioral Assessments (FBAs) for students referred due to chronic, severe, or escalating behavioral concerns across all seven schools.
2. Develop individualized, data-driven Behavior Intervention Plans (BIPs) in coordination with IEP teams, general education staff, and school administrators.
3. Assist school-based teams in implementing BIPs and monitor fidelity, effectiveness data, and progress indicators on an ongoing basis.
4. Maintain accurate and timely FBA/BIP documentation in compliance with IDEA, 8 VAC 20-81, and PCPS procedures.
5. Provide direct behavioral intervention strategies to students exhibiting disruptive, self-injurious, threatening, or crisis-level behaviors.
6. Implement individualized de-escalation strategies and crisis response protocols in coordination with school staff and administrators.
7. Serve as a behavioral resource during crisis situations, providing support while coordinating with school counselors and mental health liaisons.
8. Maintain service roster prioritized by behavioral risk level, referral severity, suspension history, and IEP status.
9. Participate as behavioral expert on division and school-level threat assessment teams, contributing analysis of behavioral patterns, student history, and environmental context.
10. Coach staff in evidence-based de-escalation techniques, positive behavioral supports, and trauma-sensitive practices.
11. Model behavioral strategies in all school settings, providing real-time feedback and guidance.
12. Maintain certification as a trainer in crisis intervention (e.g. CPI) and deliver division-wide training as needed.
13. Develop and deliver professional development sessions on behavioral topics across the division.
14. Identify and recommend appropriate instructional resources for students with social-emotional deficits.
15. Collect, organize, and analyze behavioral data at the individual student and division levels. Use data to identify patterns, support school-based decision making, and drive ongoing program improvement.
16. Monitor and analyze division-wide discipline data to recommend evidence-based strategies and inform school-specific training.
17. Prepare and submit quarterly reports documenting FBAs completed, BIPs developed and monitored, direct intervention sessions, and program outcomes for DCJS grant compliance.
18. Collaborate with school counselors, special education teachers, administrators, families, and community partners to ensure coordinated student support.
19. Participate in IEP team meetings as a behavioral specialist when warranted by student need.
20. Coordinate with community partners including Piedmont Community Services, Patrick County DSS, and the Patrick County Sheriff’s Office as appropriate.
21. Maintain professional and confidential communication with families regarding student behavioral goals and progress.
22. Completes other tasks as assigned.

*This position is funded through the DCJS School Safety Personnel Grant and is subject to annual grant continuation. PCPS is committed to sustaining this position beyond the initial grant period through local budget integration, ongoing grant pursuits (including IDEA Part B and Title IV-A), and documentation of outcome data to support the case for sustained local investment. Position continuation is contingent upon availability of grant or local funds.