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Mental Health and Behavior Interventionist- Grant Funded

Reports To: Director of Special Education
Employment Terms: 11-Month Full-time Position
Pay Scale: Level 14, Pay Grade N
Classification: Exempt
Supervises: None
Job Summary
The primary responsibility of the Mental Health and Behavior Interventionist is to provide primary intervention and support to students in Kindergarten through grade 12 who are identified as exhibiting behavioral difficulties which impede their social development and academic success.
Qualification Requirements
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements and qualifications listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
ESSENTIAL FUNCTIONS:
? Works collaboratively with administrators, teachers, and support staff to demonstrate best practices and strategies, and integrates techniques to enhance instruction for students with social, behavioral and emotional challenges ? Assists with assessing the functions of student behavior and developing behavior support plans ? Provides individual and group sessions to students according to the behavior plan/behavior intervention plan as needed, which may include peer mediation
? Assists with the development of crisis prevention and intervention plans
? Able to maintain documentation of evidenced based interventions and response to interventions used with students on caseload
? Assists with problem-solving with other school and district staff, agency personnel, and other related professionals ? Utilizes professional knowledge and skills to ensure implementation and maintenance of intervention plans ? Provide Crisis Intervention Supports to students as needed
? Link students and families to other services that may be beneficial to the student and their family as needed ? Identifies, documents, makes recommendations, and reports data on students behaviors based on trends and research
? Receives training on approved de-escalation techniques and physical intervention methods ? Assumes responsibility for own professional growth and development by keeping current with the literature and new research findings, and by attending professional development as appropriate
? Performs other related duties as assigned by the Student Mental Health and Behavior Support Coordinator, Director of Special Education, Superintendent or designee
Knowledge, Skills and Abilities
Thorough knowledge of federal and state mandates and local procedures and regulations relating to special education programs.
Thorough knowledge of Child Protective Service mandates on reporting
Ability to communicate effectively both orally and in writing.
Ability to effectively relate with persons from a diverse social and economic background.
Skill in the use of personal computers and related software packages, hardware and peripheral equipment. Ability to collaborate effectively with other school personnel, parents and community agencies. Ability to establish and maintain effective working relationships with associates, students and parents.
Ability to travel frequently to and from schools/agencies within and without division.
Qualifications, Education and Experience
? Minimum of a Bachelors Degree in Psychology, Social Work, Behavioral Sciences, or Applied Behavioral Analysis. Masters preferred but not required.
? Minimum of three years of successful experience working with students who have challenging behaviors in a therapeutic or school setting.
? Must have some knowledge of current trends and methodologies used to address the needs of children and adolescents with behavioral challenges.
? Must have experience in analyzing and assessing behavior, developing, planning, and implementing behavioral interventions and behavior support plans.
? Must have knowledge of Trauma Informed Practices in Schools.
? Must have knowledge of the practices related to school wide behavioral support, including functional behavioral analysis, and the ability to use a variety of observational and interviewing skills.
? Must have knowledge of child protective laws as related to being a mandated reporter.
? Must have knowledge of tiered intervention frameworks and best practices utilized in working with students with significant social/emotional/behavioral needs.
? Must have knowledge of data tracking and collection, record management and reporting methods, and a demonstrated understanding of differentiated instruction.
? Must have excellent written and oral communication skills.
Physical Requirements
Ability to communicate in a clear, concise manner both orally and in written form.
This work requires the frequent exertion of up to 10 pounds of force and occasional exertion of up to 25 pounds of force. work regularly requires speaking or hearing and using hands to finger, handle or feel, frequently requires sitting and repetitive motions and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms and lifting
Work has standard vision requirements.
Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly.
Hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound.
Work requires preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts, operating motor vehicles or equipment and observing general surroundings and activities.
Work occasionally requires exposure to outdoor weather conditions, exposure to blood-borne pathogens and may be required to wear specialized personal protective equipment and Bodily fluids.
Work is generally in a moderately noisy location (e.g. business office, light traffic).