Elementary Specialized Special Education Teacher: Intensive Behavioral Support and Interventionist (BSP Teacher)

POSITION: Elementary Specialized Special Education Teacher:  Intensive Behavioral Support and Interventionist (BSP Teacher)

LOCATION: Pell Elementary

REPORTS TO: Principal and Director of Special Education

SCHOOL YEAR: 2026/2027

JOB DESCRIPTION:  Under general supervision, the Intensive Behavioral Support Teacher and Interventionist, also known as the Behavior Support Program (BSP) Teacher,

1. Specialist for students placed in the behavior support program and other Pell students needing extra support.
2. The BSP is designed to provide the least restrictive option to all students at Pell.
3. Participates in the referral process in the Response to Intervention (RTI) team regarding students identified with social/emotional challenges. 
4. Assist with, develop, and implement data driven individualized interventions for all students struggling with social/emotional difficulties.(Behavior Intervention Plans)
5. The BSP teacher will work with the team to ensure the correct level of support is provided for children entering and exiting social/emotional intervention and service (including ODP students)
6. The BSP teacher may provide direct instruction in academic subjects, cognitive processing, and appropriate social skills.
7. Will assist BSP staff in assisting general education classroom teachers with appropriate curricula and the development of behavior management interventions and programs.
8. Facilitate the transition of students to and from the Behavior support program. 
9. The BSP teacher will follow the regulations associated with IDEA, FAPE, and procedural safeguards and IEP development and implementation.

EDUCATION, TRAINING, and EXPERIENCE:

• Bachelors’ or Master’s Degree in Elementary Special Education with valid certification from the Rhode Island Department of Education.(Mild Moderate 1-6)
• Dual certification in elementary education and special education preferred.
• Course work or professional development hours in social/emotional learning and working knowledge or experience in evidence based intervention practices.
• Evidence of teaching experience with children identified with social/emotional challenges, preferably in a public school setting.
• Working knowledge and experience in RTI systems, PBIS or other school based positive intervention systems.
• Any such alternatives to the above qualifications as the committee may deem acceptable and appropriate.
• Successful completion of the Science of Reading Training
• Strong communication skills, especially regarding working with all stakeholders and outside agencies.
• Proven experience in writing and implementing measurable social/emotional goals and benchmarks.
• Proven experience in data collection and progress monitoring in social/emotional and behavioral systems.
• Proven experience in de-escalation techniques and crisis management.
• Proven experience in working with students that are in the “acting out” stages in a school environment. Must understand how to utilize a safe room.
• Proficiency or agreed training in web based special education programs and records management.

RESPONSIBILITIES:

• Provides an educational program for students in BSP as defined in the student’s individual educational program (IEP).
• Developing and implementing an IEP and behavior plan for each child complimentary to his/her educational, social and emotional strengths and weaknesses as defined through the multi-factored evaluation and IEP process.
• Comply with service practice, policies and procedures in respect of completing and maintaining individual pupil records and case notes.
• Works collaboratively with the classroom teachers to interpret the strengths and weaknesses of the students from the program that are struggling to meet the behavioral or social/emotional expectations in their mainstream classes without support.
• Liaise carefully with both Pell and out of district placements with respect to the re-integration of pupils from outplaced schools.
• Assisting in classroom intervention strategies and assisting the student access to the common core curriculum in the least restrictive environment with the least amount of modifications. 
• Communicates regularly with parents and professional staff regarding the educational, social, and personal needs of the student.
• Assists in screening, evaluating, and making recommendations regarding tiered intervention as well as the placement of students in the behavioral support program. 
• Support and work with a full range of teaching and support staff in the area of behavior management
• Help collaborate and manage the entrance criteria and exit criteria for students receiving social/emotional and/or behavioral services through the RTI process.
• Assist the Pell community in achieving and maintaining positive behavior through developing inclusive whole school approaches.
• Completes necessary data collection and progress monitoring for students in the program as well as students in the intervention status placed in the program and makes recommendations based on the data.
• Assumes such other responsibilities as requested by Pell Administration and/or Director of Student Services, especially regarding intervention initiatives.  
•  Participates in professional growth activities through staff development, in services, workshops and higher education.

TERMS OF EMPLOYMENT:  Ten-month position; appropriate salary/benefits in accordance with the Teachers’ Contract.  Evaluation in accordance with the process as established by the Rhode Island Department of Education for certified educators.

Applicants are not to approach members of the Newport School Committee.  Individual contact between applicants and School Committee members may constitute grounds for disqualifying an application.

Providing Students Opportunities and Access to the World Through Quality Education

AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER

The Newport School Department does not discriminate on the basis of race, age, sex, religion, sexual orientation, gender identity or expression, national origin, color, disability or veteran status.