Behavioral Program Interventionist

Supports instructional staff in organizing, identifying, and implementing curriculum including Georgia Performance Standards (GPS) and implementing curriculum (including adapted curriculum) while implementing appropriate behavioral interventions and positive behavior supports Meets with student/teacher/parent and other service providers to assess the student’s needs in order to improve social/behavioral skills and adaptive functioning Plans and delivers professional learning activities to staff, parents, and others to improve behavior outcomes for students with disabilities Provides direct individual/group/family behavioral support to students and parents/guardians Assists teachers in improving classroom management and climate through the implementation of effective instructional methods and effective behavioral strategies Participates in the development of behavioral goals, interventions, and progress monitoring/data collection for students Acts as liaison between K-5 Behavioral Support Program and the home school to facilitate transitions and successful re-entry into home school with ongoing monitoring Consults with and trains school personnel regarding the use of research-based behavioral and social-emotional interventions Consults with local instructional staff regarding Individual Education Program (IEP) development, extended school year, behavioral interventions and transition plans for students as assigned Collaborates with appropriate school-based personnel to assure timely data input/submission for students with disabilities Collects behavioral, academic, and social data to monitor student progress and determine most appropriate behavioral plans Completes Functional Behavior Assessments for students Develops Behavioral Intervention Plans based on the data collected from completed Functional Behavior Assessments Assists in the development and implementation of ongoing departmental programs to enhance parent involvement and education Consults with local school staff regarding discipline review/manifestation determination meetings as needed Assists in the development and implementation of ongoing departmental programs to enhance parent involvement and education Attends required School and District professional development and meetings Performs other duties as assigned by the appropriate administrator

Required Education Master’s DegreeCertification/Licensure Must hold or be eligible to hold Georgia certification in one or more areas of Special Education or hold a Board Certified Behavior Analyst (BCBA) CertificationExperience Qualifications Minimum of 3 years of teaching experience, or related experience, providing services to students with disabilities or to students with behavioral challenges required. Knowledge/Skills/Abilities Knowledge of behavioral interventions and community resources is required Ability to design and implement professional development plans Ability to analyze information and use logic to address work related issues and problems Ability to complete functional behavior assessment to inform development of behavior intervention plan Ability to collect, analyze, and apply data to address academic and behavior needs Ability to identify functions of student behavior and/or academic problems and recommend appropriate interventions and strategies to teachers and parents Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists Ability to supervise students and maintain order in various classroom and instructional activities and situations Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned Ability to plan and implement short and long-range goals and objectives Ability to work with collaborative teams Ability to use Microsoft Office and other system software programs Excellent interpersonal skills needed to work effectively with students, parents, administrators and staff Excellent communication skills both orally and in writing Working Conditions Normal office environment Requires travel to multiple schools within the District Requires verbal de-escalation and physical management of student behavior using district approved training and techniques Physical Demands Routine physical activity associated with normal office environment Ability to lift and carry 30-50 pounds with assistance Ability to push or pull a maximum of 50 pounds Ability to physically manage student behavior, if necessary, using approved physical management techniques