Behavior Interventionist

Position Summary:

The Behavior Interventionist plays a vital role in supporting the academic, social, and behavioral development of students with significant behavioral challenges.  Under the direction of teachers, site leadership, and specialized staff, this position provides assisted instruction in individualized and small groups, implements behavior intervention strategies, collects and maintains behavioral data, and fosters a supportive environment that promotes student growth and success.  The paraprofessional models and reinforces positive behavior, supports de-escalation and reintegration efforts, and collaborates closely with staff and families to ensure consistency and effectiveness of interventions.  Duties also include supervision, student escorting, attending relevant meetings and training sessions, and maintaining strict confidentiality at all times.

Essential Duties:

1. Great Teaching & Learning (Instructional Infrastructure):

    

   • Assists in providing instruction to behaviorally challenged individuals or small groups of students, reinforcing instruction as directed by the teacher or site leadership.

   • Works one-on-one and/or in small groups with students with serious behavioral needs.

   • Monitors and assists students in prescribed learning activities and interventions.

   • Reinforce instruction and behavior individually or in small groups as directed by teachers and site leadership.

   • Model and reinforce behavioral expectations and strategies in individual or small group settings to help students access learning.

   • Assists students in developing self-help, self-regulation, and self-advocacy skills as directed.

2. Great People (Talent Management):

    

   • Participate in meetings, training, and professional development as assigned.

   • Actively participates in behavior intervention meetings, IEP or 504 meetings, as appropriate.

   • Confer and review with teachers, instructional personnel, behavior specialists, and psychologists regarding collected data, programs, and materials to meet student needs.

3. Great Culture (Systems Leaders):

    

   • Reduce and redirect inappropriate behavior.

   • Provides assistance with de-escalating student behaviors and reintegration back into the classroom.

   • Assist students by providing proper examples, behavioral intervention, emotional support, and general guidance in the school setting.

   • Assists students and parents by providing proper examples, emotional support, and general guidance as directed.

   • Communicates with teachers and site leadership regarding programs and materials to meet student needs.

   • Observe, change, alter, and improve the social interaction skills of students according to behavior modification techniques.

4. Great Systems (Support & Accountability):

    

   • Collects data and records anecdotal student progress notes and maintains behavioral charting data.

   • Report progress regarding student behavior and performance.

   • Maintains appropriate documentation, records, and reports.

   • Follows health and safety practices and regulations.

   • Maintains confidentiality and follows FERPA regulations.

   • Assist the instructional staff in supervising students inside and outside the classroom as assigned.

   • Escort students to and from designated locations as assigned; may accompany students to recess, lunch, and on field trips as assigned.

   • Performs other duties as assigned.

Job Specifications:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. 

Minimum Qualifications (Knowledge, Skills and/or Abilities):

• Ability to obtain a Tier I Paraprofessional Credential issued by the OK State Department of Education (OSDE) by meeting one of the following:

   

  • Completed two years of study at an institution of higher education (no less than 48 hours of college coursework), OR

  • Earned an Associate's Degree (or higher), OR

  • Pass the ACT WorkKeys Assessment, scoring a Bronze (level 3 or higher) on the Applied Math, Graphic Literacy, and Workplace Documents Assessments

• Minimum of one year of experience working directly with children or adolescents with behavioral challenges or disabilities in a structured setting such as a classroom, clinic, or after-school program.

• Ability to build rapport and interact effectively with students, including those with special needs and/or behavioral challenges

• Proven patience, empathy, emotional regulation, and flexibility when working in high-stress or rapidly changing environments

• Knowledge of child development stages, learning styles, age-appropriate activities, and behavior management techniques, including de-escalation and positive behavioral interventions

• Strong interpersonal and communication skills; ability to follow multi-step oral and written instructions, write clearly and accurately, and present observations professionally

• Proficiency in basic computer applications and experience with data entry, digital recordkeeping, and behavior tracking systems

• Competent in using standard office equipment and job-related technology, including relevant software applications

• Skilled in scheduling, data entry, and handling various clerical duties such as filing, performance charting, and organizing instructional materials

• Able to problem-solve, set priorities, and manage time effectively while working independently or collaboratively as part of a team

• Commitment to maintaining strict confidentiality in all student-related matters

• Physically capable of supporting students who may be prone to sudden movement, flight risk, or aggressive behaviors; able to supervise students in classroom and non-classroom settings

• Adaptable to new procedures, conditions, and diverse work demands, with the ability to work through constant interruptions

Licenses and Other Requirements:

• Current certification in behavior de-escalation/crisis intervention strategies preferred at time of hire; required within six months of employment

• Must complete District-approved Behavior Modification Training within six months of hire and maintain certification as required

Preferred Qualifications (Knowledge, Skills and/or Abilities):

• Associate’s degree in Psychology, Education, Behavioral Science, or a related field is preferred.

• Completion of college-level coursework in child development, special education, or behavior management is highly desirable.

*Relevant experience may be substituted for formal education at a 2:1 ratio.  Therefore, for every 1 year of college lacking, 2 years of directly relevant experience may be substituted.

Physical/Mental Requirements:   

• Must have adequate manual dexterity to write legibly and perform required duties on a computer.  

• Must have adequate visual acuity to read, interpret, and transcribe written material and perform other required duties. 

• Requires a normal range of hearing and clear speaking abilities to interact appropriately with others in person and on the telephone. 

• Requires some stooping, bending, stretching, and occasional lifting not to exceed 25 pounds.  

• Sitting for prolonged periods of time.

• May periodically require work outside of normal business hours, including weekends, under sometimes. stressful conditions in order to meet business needs and strict deadlines.

• Proficient in using technology for effective communication and program management.

• Frequent use of computers, digital platforms, and educational technology.

• Regular travel between school sites and participation in after-hours events or meetings.

 Work Environment:  

• Office duties will be performed in a well-lighted, climate-controlled environment.

• Will require time in office, as well as external meeting locations with community partners or schools throughout the OKC metro area.

• May require participation in meetings and activities outside of normal business hours, including weekends and holidays.  

• May be required to work overtime and weekends and holidays.

• Able to bend and stoop, lift 25lbs, stand and/or sit for extended periods of time.

Reports To:    Site Administrator     

FSLA Status:    Non-Exempt            

Compensation:  Schedule 813

Work Days:         181 days, 7 hours per day

FTE:        100

This job description is not intended to be all inclusive. The employee will also perform other reasonably related business duties as assigned by the supervisor or appropriate administrator.  Oklahoma City Public Schools reserves the right to, update, revise or change job duties as the need prevails. This document is for communication only and not intended to imply a written or implied contract of employment. The Board of Education and the Superintendent may approve alternatives to the listed qualifications.