Behavior Intervention Specialist

Friday, December 28, 2018
Port Huron Area School District
Position Details: 

Building: Administration

Position: Behavior Intervention Specialist

Certification: Masters in Social Work including school certification preferred or Elementary Teaching Certification with advanced behavior based training

Effective: Immediately


  1. Masters in Social Work including school certification preferred or Elementary or Secondary Teaching Certification with advanced behavior based training
  2. Recent classroom or school social work experience
  3. PBIS trained
  4. Valid CPI certification (preferred)


  1. Provide behavior interventions (which reflect current best practices) individually and/or through small flexible group instruction.
  2. Assist with data collection, development of support plans, and monitor implementation of plans
  3. Develop and sustainĀ  positive relationships with students
  4. Continually monitor relevant student data. This include, but is not limited to SWIS data, NWEA data, and Skyward data
  5. Work collaboratively with parents and staff to involve all stakeholders in the educational process to create positive and meaningful outcomes for each student in terms of behavior and achievement
  6. Develop, implement, and sustain a planned program of re-entry strategies that allow students to successfully return to school
  7. Attend training as required
  8. Acquire and maintain required grant documentation as requested by the Department or Instruction and Grants.
  9. Follow direction provided by the Department of Student Service and Behavior Supports and Building Administrator
  10. Conducts himself/herself in a professional manner commensurate with his/her position and project a good public image of the School District in dealing with the community and employee groups.

A note regarding Title I Programs

While all students attending the Title I school wide program school are eligible to participate in all aspects of the school wide program, the federal statute requires schools to particularly address the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards. In order to know how best to address the needs of these students, the school by necessity needs to know which children have special needs. Also, in order to appropriately disaggregate data on the state achievement (MEAP/MME) and to measure adequate yearly progress (AYP), school must further identify children by gender, ethnicity, and by their status as economically disadvantaged, disabled, and/or limited-English proficient.

Grant funded program services supplement and support but do not supplant or replace the general education program of the school district.

Job Type: