Behaviour Interventist

Designation: Behaviour Interventionist

Department:Student Support and Well-being (SWELL)

Location: Early Years, Primary, Primary CEB

Reports to: Head of Inclusion (Student Support & Wellbeing)

Works collaboratively with: Student Success Team including School Psychologist, Psychometrician, Learning Support, and Counseling teams, Early Years, Primary and Primary CEB Principals and Vice-Principals

Assigns task to / supervises: None

KEY ACCOUNTABILITY (Main purpose of this job):

The Behaviour Interventionist's goal is to assist students to reach their academic, social, emotional and physical potentials through designing appropriate student supports and working alongside teachers to meet students' individual behavioural needs. The Behaviour Interventionist will work closely with teachers, students, and families in order to better understand triggers and causes for challenging behaviours in order to design effective intervention plans. The Behaviour Interventionist will provide collaborative consultation, referrals, in-depth behaviour support plans for students, and direct support in implementing interventions.

RESPONSIBILITIES (Key areas of responsibility):

As a member of the student success team the behaviour interventionist:

• Design and implement learning and behavioral interventions in collaboration with teachers for students with intensive and complex needs using A-B-C (antecedent- behaviour- consequence) data and gathering background information related to student's social-emotional and/or behavioral challenges
• Lead the development and implementation of Individual Behaviour Plans (IBP).
• Facilitate the Functional Behavioral Assessment (FBA) process (comprised of interviews and direct classroom observations) in order write effective IBPs to support student success
• Assists classroom teachers and the student support team in the implementation of IBPs and other intensive and individualized interventions for students with complex social-emotional needs
• Provide short-term implementation support directly to students through modeling, material preparation, as well as organizing home-school communication systems to address social, emotional, and behavioral needs
• Provide ongoing and direct feedback to staff who are implementing interventions for students
• Regularly assess students' intensive support needs within the school environment
• Collect screening and progress monitoring data to help identify student need, adjust intervention, and report progress to parents, faculty, staff, and administration
• Work closely with the Psychometrician and Psychologist to understand internal assessment results and recommendations so that they may be included in student IBPs
• Provide consultation to parents in order to increase school performance for students with social-emotional and/or behavioral concerns
• Facilitate parent engagement sessions through parent coffee chats, etc. as well as prepare and disseminate professional resources to parents
• May serve as primary case manager for students whose behavior is the primary impact to learning

The behaviour interventionist is data informed evidenced by

• Maintaining up-to-date and accurate student files and records on meetings with parents, teachers, and external service providers which adhere to high-levels of confidentiality.
• Keeping an up-to-date dashboard of students receiving services and tracking this over time.
• Creating metrics and using them to evaluate the success of the interventions

The behaviour interventionists maintains good relationships with external providers by

• Collaborating with related service providers in order to maximize student impact on academic engagement and social functioning

The behaviour interventionists meets external requirements evidenced by

• Assisting with the meeting CPE requirements which includes, but is not limited to the student code of conduct, counselled withdrawal process, implementation and evaluation of behaviour plans, contributing to the annual review process.

The behaviour interventionist as a leader of learning who:

• Designs and facilitates professional learning opportunities with teaching staff and IAs on strategies that support students in the classroom as well as observe and give feedback on the effectiveness of the implementation of strategies
• Advises on professional development needs

REQUIREMENTS (Job/Person):

Required Qualifications:

• Prior experience working as a behavioral interventionist or special education teacher.
• Minimum 3 years of experience working with children who have identified behavioral and/or learning difficulties.

Preferred:

• Teaching Certification from an accredited educational institution (or related/equivalent professional area)
• Current Special Education Teaching and/or certification in related professional area
• Verifiable training in conducting FBAs and writing BSPs and other intensive intervention approaches
• Knowledge and experience providing social-emotional/behavioral support within an MTSS/RtI Model
• Instructional Coaching