Intervention Design Specialist I

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Job Summary

The Intervention Design Specialist 1 will serve as a collaborating member of a school's Mental Health Support Team and provide direct and indirect support in targeted intervention design for individual learners. The Intervention Design Specialist will support the design, implementation, coordination and evaluation of a comprehensive evidence-based intervention program for the emotional and behavioral support program of individual students. Under the supervision of the building principal and division representative, the Intervention Design Specialist will assist the educational delivery team in identifying the unmet relational and functional needs of the student in order to address ineffective coping behaviors and develop adaptive social, emotional and academic competencies. The Intervention Design Specialists will work alongside classroom teachers to identify specific behavioral antecedents, develop and model strategic and consistent responses and gather outcome data within the intervention. The Intervention Design Specialist will engage in job duties with an awareness of trauma-informed practices and methods to build resilience in the school setting.

Essential Duties

• Assists teachers and other classroom staff in monitoring individual student behavior for the purpose of increasing knowledge of staff and meeting the emotional and functional needs of the student.
• Collaborates with appropriate Mental Health Support Team members to design, implement and, when necessary, make minor on-site modifications to behavioral interventions and support plans.
• Collects behavioral data for the purpose of assisting in the development and delivery of appropriate intervention programs and assess the ability to fade to naturalistic supports.
• Models and supports the in-class implementation of behavioral strategies for the purpose of assisting the student in strengthening coping mechanisms and developing identified skills, reducing disruptive or dangerous behaviors and increasing academic learning and social-emotional skills.
• Maintains records related to the developmental and implementation of a student's intervention program for the purposes of fidelity and outcome monitoring.
• Participate in or facilitate team meetings with identified staff and parents for the purposes of identifying unmet emotional and functional needs, developing response plans and establishing a plan for reporting progress.
• Engage parents in understanding the intervention plan and empower parents by providing information on how families may incorporate successful techniques within the home setting (as needed).
• Support the supervision of students to ensure a safe, nonthreatening, nurturing environment where students can participate and thrive.
• Provide and model trauma-informed responses when interacting with learners demonstrating dysregulated responses. Support ongoing professional learning in trauma-informed responses when interacting with school staff.
• Establish behavioral and safety plans for target learners to support preventative and positive alternatives to suspension.
• Engage with site-based staff when necessary for any crisis intervention responses and any required documentation.
• When indicated, the Intervention Design Specialist may be assigned to support students in multiple schools, requiring capability for work-related travel.

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, skill and or ability required. Reasonable accommodations may be made to enable individuals with disabilities who are otherwise qualified to perform the essential functions.

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

Level I:

Minimum requirements of high school diploma with preferred college level training in an area including child development, education and/mental health or social services. Experience working within educational or child-focused services is preferred.

Demonstrate specific competencies in trauma-informed practices, behavioral intervention and the capacity to support instructional procedures and activities and adapt programs based on the student's age and developmental needs.

Demonstrate prior training or capacity for training in crisis de-escalation procedures and nonviolent physical interventions.

Demonstrate interpersonal skills to promote communication and collaboration with a variety of stakeholders in formal and informal meetings for the purposes of learner-centered programming. Demonstrate sufficient capacity to model intervention techniques and provide supportive feedback to staff.

Knowledge and understanding of developmental disabilities and special education service provision in the educational setting.

Knowledge of required technical skills, including standard office equipment and pertinent software applications.

Working Conditions & Physical Requirements

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity, hear and understand speech at normal levels; speak in audible tones so that others may understand clearly; physical agility to lift up to 25 pounds; to bend, stoop, climb stairs, walk and reach overhead.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually low to moderate.

This in no way states or implies that these are the only duties to be performed by this employee. The Intervention Design Specialist I will be required to follow any other instructions and to perform any other related duties as assigned by the Principal, teacher or appropriate administrator. Bedford County Public Schools reserves the right to update, revise or change this and related duties at any time.