Behavior Interventionist

Delta Schoolcraft Intermediate School District • Wilson, MI

13h • Onsite

About The Position

The Behavior Interventionist is responsible for providing proactive behavioral support to promote student success through relationship-building, skill development, and early intervention. The primary role of this position is to prevent behavioral concerns from escalating by teaching social-emotional and behavioral skills, implementing individualized interventions, and collaborating with staff and families to support positive student outcomes. The Behavior Interventionist serves as a coach, mentor, and problem-solver for students experiencing behavioral, social, or emotional challenges. This position works collaboratively with the Principal, Assistant Principal, Behavior Response Specialist, Teachers, School Social Worker, Special Education Staff, and families to increase student success, improve school climate, and reduce behavioral disruptions through preventative support. The Behavior Interventionist is not the primary disciplinarian or crisis responder. While the position may provide support during behavioral crises when requested, its primary responsibility is prevention, intervention, restorative follow-up, and helping students develop the skills needed to be successful in school. The Behavior Interventionist recognizes that behavior is a form of communication and that students are most successful when behavioral expectations are explicitly taught, consistently reinforced, and supported through positive relationships. This position is grounded in the belief that behavior can be changed through prevention, instruction, coaching, and restorative practices rather than punishment alone. The ultimate goal is to help students develop the behavioral, social, and emotional skills necessary to thrive academically and personally while creating a positive and inclusive school environment.

Requirements

• Bachelor’s degree or higher in education, psychology, criminal justice, social work, child development, or a related field; or equivalent experience working with children and adolescents.
• Experience working with students exhibiting behavioral, emotional, or social challenges.
• Strong interpersonal, communication, and relationship-building skills.
• Ability to maintain confidentiality in accordance with FERPA and district policies.
• Ability to remain calm and make sound decisions during high-stress situations.
• Valid Michigan driver’s license.
• Ability to build trusting and supportive relationships with students.
• Ability to teach behavioral and social-emotional skills effectively.
• Ability to analyze behavioral data to guide interventions.
• Ability to implement individualized Behavior Intervention Plans (BIPs).
• Ability to implement Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and trauma-informed practices.
• Ability to utilize restorative practices and mediation techniques.
• Ability to collaborate effectively with teachers, families, and student support personnel.
• Ability to maintain professional boundaries while fostering positive student relationships.
• Ability to demonstrate flexibility, patience, and sound judgment.
• Ability to promote equitable, culturally responsive, and trauma-informed practices.
• Ability to implement Check-In/Check-Out (CICO) or other Tier II interventions.
• Ability to develop Functional Behavioral Assessments (FBAs).
• Ability to utilize restorative practices and conflict mediation as part of work with individual students.
• Ability to collaborate with multidisciplinary student support teams.
• Ability to utilize Training in Crisis Prevention Institute (CPI), Safety Care, Handle With Care, or other approved crisis intervention programs.
• Ability to move throughout the school building frequently.
• Ability to supervise students in classrooms, hallways, playgrounds, and other school environments.
• Ability to respond promptly when behavioral support is requested.
• Ability to occasionally lift or assist students as permitted through district-approved crisis intervention training.
• Ability to safely utilize approved de-escalation techniques when assisting during behavioral situations.

Responsibilities

• Build positive, trusting relationships with students across grades K–12.
• Identify students who may benefit from behavioral interventions through observations, referrals, and data review.
• Provide individual and small-group behavioral coaching.
• Teach self-regulation, emotional regulation, executive functioning, communication, problem-solving, and conflict-resolution skills.
• Support students during challenging transitions and unstructured times throughout the school day.
• Reinforce school-wide behavioral expectations through Positive Behavioral Interventions and Supports (PBIS).
• Encourage student engagement, self-advocacy, and personal responsibility.
• Coordinate and facilitate Check-In/Check-Out (CICO) and other Tier II interventions.
• Complete Functional Behavioral Assessments (FBAs) through observations and behavioral data collection.
• Develop and implement individualized Behavior Intervention Plans (BIPs) and behavior support strategies.
• Monitor student progress and adjust interventions in collaboration with the student support team.
• Teach and reinforce replacement behaviors that promote long-term behavioral success.
• Develop individualized behavior goals and monitor student progress toward those goals.
• Assist in developing proactive classroom supports that reduce challenging behaviors.
• Collaborate with teachers to implement proactive classroom behavior management strategies.
• Provide consultation regarding behavioral supports, accommodations, and interventions.
• Model effective de-escalation, relationship-building, and positive behavior support techniques.
• Participate in MTSS, IEP, Section 504, Student Intervention Team (SIT) Meetings, and behavior planning meetings.
• Collaborate with the Behavior Response Specialist to ensure students receive appropriate follow-up support after behavioral incidents.
• Work closely with administration, the School Social Worker, Counselor, and Special Education staff to coordinate services.
• Build positive partnerships with parents and guardians.
• Communicate behavioral progress, intervention strategies, and student successes as appropriate.
• Collaborate with families to establish consistent behavioral expectations at home and at school.
• Provide families with resources and strategies to support positive behavioral growth.
• Assist during behavioral crises only when requested by the Behavior Response Specialist, Principal, Assistant Principal, or Administration.
• Utilize district-approved, currently Crisis Prevention Institute (CPI) verbal de-escalation techniques to assist in calming students.
• Support students in processing behavioral incidents after they have regained emotional regulation.
• Assist with successful reintegration into the classroom following disciplinary action.
• Coordinate restorative conversations, mediations, and re-entry meetings after disciplinary consequences have been addressed.

What This Job Offers

• Job Type: Full-time
• Career Level: Entry Level