JOB DESCRIPTION

Position Title: STUDENT BEHAVIOR AND INTERVENTION SPECIALISTS (3)

 

Reports to: Safety & Security Coordinator

 

Supervises: n/a

 

Term: 11 months

 

Salary: Central Office Administrator Salary Schedule

(Based upon experience and educational attainment)

GENERAL SUMMARY

The Student Behavior and Intervention Specialists (SBIS) provide direct, building-level support to students experiencing significant behavioral, social-emotional, attendance, or engagement challenges that interfere with their academic progress and success in school.

The SBIS works collaboratively with school administrators, teachers, counselors, social workers, families, community agencies, and other support personnel to assess student needs, develop individualized interventions, and strengthen school-based behavioral supports.

A central responsibility of the position is coordinating student re-engagement and re-entry support for students returning to school following long-term suspension, alternative placement, juvenile justice involvement, psychiatric hospitalization, extended absence, or other significant disruption to their education. The SBIS helps ensure that returning students are welcomed back with individualized transition plans, appropriate services, clear expectations, and ongoing follow-up.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Collaborates with administrators, teachers, counselors, and support staff to model and implement effective strategies for students with social, emotional, and behavioral needs.
• Conducts observations, interviews, record reviews, and functional behavior assessments to identify the purpose and contributing factors of student behavior.
• Develops, implements, monitors, and revises Behavior Intervention Plans (BIP) and other individualized behavior support plans.
• Provides individual and small-group interventions aligned with student plans, including mentoring, social-emotional skill development, conflict resolution, and peer mediation.
• Coordinates reentry meetings and transition plans for students returning from juvenile justice settings, mental-health facilities, alternative placements, suspension, or extended absence.
• Provides ongoing check-ins and progress monitoring to help returning students reconnect academically, behaviorally, and socially.
• Assists with the development and implementation of crisis prevention, de-escalation, intervention, and post-crisis support plans.
• Provides crisis intervention support to students and schools as needed.
• Maintains accurate documentation of evidence-based interventions, student responses, services provided, and progress toward identified goals.
• Collaborates with school and district personnel, families, mental-health providers, juvenile justice personnel, and community agencies to problem-solve and coordinate services.
• Connects students and families with appropriate school-based and community resources.
• Reviews discipline, attendance, behavior, and intervention data; identifies trends; and provides recommendations to school and district leadership.
• Provides coaching and professional development on behavior intervention, trauma-informed practices, student reengagement, restorative approaches, and crisis prevention.
• Completes approved training in de-escalation and physical intervention methods and maintains required certifications.
• Remains current on research, evidence-based practices, laws, policies, and emerging trends related to student behavior and mental health.
• Performs other duties as assigned by the Superintendent or designee.

MINIMUM TRAINING AND EXPERIENCE

A bachelor’s degree from an accredited college or university in criminal justice, psychology, counseling, social work, behavioral science, education, human services, or a related field is required. A master’s degree in counseling, psychology, social work, behavioral science, educational leadership, or a related field is preferred. The position requires a minimum of three years of successful experience working with children or adolescents who demonstrate significant behavioral, social-emotional, or engagement needs. Experience developing or implementing behavioral interventions, Behavior Intervention Plans, crisis-response strategies, mentoring programs, or student reengagement services is strongly preferred. Experience collaborating with schools, families, mental-health providers, juvenile justice agencies, or other community-based organizations is also preferred. An equivalent combination of education, training, and relevant professional experience may be considered. 

SPECIAL REQUIREMENT

The employee must complete and maintain district-approved training in crisis prevention, de-escalation, and physical intervention techniques and must possess a valid driver’s license with the ability to travel among district schools and community locations. 

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge of child and adolescent development, behavioral interventions, trauma-informed practices, restorative approaches, MTSS, and student reengagement.
• Knowledge of functional behavior assessments and the development, implementation, and monitoring of Behavior Intervention Plans.
• Skill in crisis prevention, de-escalation, conflict resolution, mentoring, and individual or small-group student support.
• Ability to analyze student behavior and data, identify needs, and recommend appropriate interventions.
• Ability to facilitate reentry meetings and coordinate transition plans for students returning from juvenile justice, mental-health, or alternative settings.
• Ability to collaborate effectively with students, families, school personnel, agencies, and community partners.
• Ability to maintain accurate, confidential records and communicate clearly, both orally and in writing.

DISCLAIMER:  The above statements are intended to describe the general purpose and responsibilities assigned to this position.  They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position.  This description may be revised by the supervisor, with HR review and approval, any time.