POSITION SUMMARY: The job of the Behavioral Interventionist is done for the purpose/s of providing support to the instructional program with specific responsibility for assisting in the supervision, care, and instruction of students with special needs in the general education setting or in a self-contained classroom; assisting in implementing plans for instruction; monitoring student behavior; and providing information to appropriate personnel. They will work with teaching team, family support staff, and classroom supporting staff to ensure that children with special need are included in the full range of services and getting full support in the classroom. Develop and maintain compliant Behavior Intervention Plans (BIPS) and other complaint documents.

The Behavioral Interventionist role is dedicated to supporting the educational program by providing specialized assistance in supervising, caring for, and instructing students with special needs, either within the general education framework or in specialized classrooms. This includes the execution of instructional plans, monitoring of student behavior, and communication with relevant staff. The role emphasizes collaboration with the teaching team, family support staff, and classroom aides to fully integrate children with special needs into all available services, ensuring comprehensive support within the classroom environment. Additionally, the Behavioral Interventionist is responsible for developing and maintaining compliant Behavior Intervention Plans (BIPs) and other necessary documentation.

ADDITIONAL INFORMATION: Responsibilities include Working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; utilization of some resources from other work units is often required to perform the jobs functions. There is a continual opportunity to impact the organization’s services.

ESSENTIAL FUNCTIONS: 

• Provide group based special instruction to develop cognitive, social, self-help, communication, gross motor, and fine motor skills for children with varied abilities and special needs
• Support in designing and implementing intervention based on student assessment and evaluation; collect and utilize data and frequent ongoing progress monitoring systems to inform instructional decisions or revisions; design and implement appropriate accommodations and modifications.
• Provide developmentally appropriate experiences that promote exploration, learning, fun, and the formation of secure and trusting relationships for children three to five years
• Attends meetings and in-service presentations to acquire and/or convey information relative to job functions.
• Communicate with supervising instructional staff, a variety of health care professionals, and professional support personnel to communicate progress or implement IEP objectives.
• Maintains instructional materials and/or manual and electronic files/records to ensure availability of items; providing written reference; and/or meeting mandated requirements.
• Monitors students’ daily schedules and behavior plans to maintain a safe and positive learning environment.
• Provides instruction to the student in various individual and group activities to reinforce instructional objectives; implementing IEP, BIP, and ICP; and ensuring the student’s access to his/her least restrictive environment.
• Supervises individual and/or groups of students based on the assigned caseload in a variety of settings (e.g., community field trips, hallways, bus loading areas, cafeteria, parking lots, classrooms, etc.) for the purpose of providing a safe and positive learning environment.
• Prepares the learning environment to allow the student to participate in classroom activities.
• Supervises and escorts the student during all emergency drills or during actual emergencies to provide a safe learning environment.
• Attends any problem solving/IEP meeting and provides input on the student’s progress to maintain a whole student approach to his/her education.
• Participate in staff and department meetings.
• Collects data on the student’s IEP goals to maintain accurate records and engage in data-based decision-making.
• Provide coaching to EL staff on behavior interventions through modeling, verbal instruction, and/or written instruction
• Provide coaching to EL staff on Second Step implementation and lessons
• Support families in getting connected to needed resources/referrals, such as ChildFind. Provide follow-up to ensure connection to high-quality, appropriate services.
• Administer ages and stages questionnaire to children and families in the beginning of the school year, and monitor and evaluate rescreens during the winter quarter.
• Develop and implement activities for kids that align with ASQ domains, such as communication, personal-social, and gross motor
• Monitor ASQ data as needed to provide continued support for children and families in the classroom and at home.

OTHER FUNCTIONS: 

· Participates in training for the purpose of providing or receiving information and updating skills

· Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit

EDUCATION and/or EXPERIENCE: 

• Bachelor’s Degree in Early Childhood Education (ECE), ECE Special Education, or related field and minimum of three years’ work experience
• Professional experience working with families with young children with special needs
• Prior experience working with ECEAP or Head Start or working with a low-income population. Understanding of ECEAP philosophy, performance standards and regulations preferred
• Bilingual applicants with knowledge of English and Somali, Amharic, or Oromo oral and written communication skills preferred. 
• Ability to pass a health examination, annual TB test, and criminal background check.
• Strong knowledge or aptitude of computer software, especially Microsoft Office Tools 
• Established interest in early childhood development and a desire to improve quality access to education for immigrant and refugee communities. 
• Ability to present complex information to a variety of audiences. 
• Effective written and verbal communication skills including telephone etiquette and listening skills commensurate with target populations 
• Must possess excellent organizational skills and time management skills related to handling multiple work priorities with efficiency and accuracy 
• Ability to identify and respond to a crisis in a timely, appropriate, and professional manner 
• High degree of skill and accuracy in record keeping and follow-through procedures 
• Knowledge of and ability to find and use any or all available information and resource agencies in counseling potential service users 
• Must pass Department of Early Learning’s Portable Background Check (PBC). 

Additional expectations include:

• Demonstrated commitment to diversity, cultural relevancy, and inclusion.
• Excellent external and internal customer service skills.
• Excellent written and verbal communication skills. 
• Ability to work independently as well as in a team environment.
• Strong problem-solving skills and flexibility.
• Ability to juggle multiple tasks at a time.
• Ability to work evenings and weekends when needed.
• Ability to patiently explain technology and policies to participants, colleagues, and stakeholders. 
• Must be able to occasionally work irregular hours, sometimes including weekends. 

WORK ENVIRONMENT: The usual and customary methods of performing the job’s functions require the following physical demands: Significant lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 60% sitting, 15% walking, and 25% standing. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. This position requires the ability to lift 50 lbs. There will be an annual performance evaluation for this position.

More about Voices of Tomorrow’s (“VOT”).

VOT’s mission is to preserve immigrant & refugee children’s identity through culturally responsive child-focused programs. Our agency works closely with community partners to eliminate racial inequities in the Early Learning System which deeply affect Immigrant and Refugee children’s growth, development, and academic performances. Early childhood is the most critical phase of human development. The focus of VOT is to create early learning programs that preserves the child’s culture and language, while advancing African indigenous parenting practices and community driven narratives. Substantial research shows that early adversity, including loss of a language, is associated with diminished health across the life course and across generations.

Our work is guided by the following foundational values:

 RACIAL EQUITY. Community representation is paramount in all of Voices of Tomorrow’s programs, policies, and activities. Program components are grounded in community needs and programs are designed with the input of the communities we serve.

CULTURAL RESPONSIVENESS. We strive to create opportunities to preserve culture through the celebration of diversity. We welcome all who apply their resources, cultural knowledge, and experience to address solutions for removing barriers facing our community.

HEALTH AND SAFETY. Embedded in our work is an understanding that good prenatal and early childhood mental health is foundational to reducing long term stressors and negative impacts into adulthood.

STRENGTHS-BASED. Our programs are designed to empower families and communities to use the existing knowledge of their families and communities enabling resiliency in a way they can share their knowledge through the education of core life skills.

CHILD FOCUS. We encourage parents and caregivers to foster positive relationships with children and caregivers, as strong family bonds give children their best start in early childhood development.

Job Type: Full-time

Pay: $24.00 - $27.00 per hour

Expected hours: 40 per week

Benefits:

• Health insurance
• Paid time off

Schedule:

• 8 hour shift
• Monday to Friday

Ability to Relocate:

• Renton, WA 98057: Relocate before starting work (Required)

Work Location: In person