Behavior Interventionist

Highline Academy

www.highlineacademy.org

Highline Academy

Behavior Interventionist

Job Description 

MISSION We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.

VISION Creating inclusive excellence in public education.

Assignment: Behavior Interventionist

The behavior interventionist is responsible for working closely with students, teachers, and parents to build and maintain a positive, safe school climate and culture that promotes personal, civic and academic excellence.  We expect all Highline staff to be caring about the whole child, great planners, strong at time management, and excellent collaborators with teammates and families. We look for people with good communication skills, dedication to do everything it takes to make a difference for each child, and a growth mindset.

Position Schedule: Teachers are paid year round on a salary. Their student contact days (177) and their professional development days and parent conference days adds up to a 195 day work year. However, the work teachers do outside those days planning, reflecting and pursuing professional growth is also an important part of being an excellent teacher. Teachers are expected to be on campus ready for students by 7:30 am and to stay until 4:00 each day school is in session, and to 4:30 on Fridays when we have early release days for students followed by teacher P.D. or planning meetings. There are two weeks of professional development every summer before school begins which is part of the accounted professional development days.

REPORTS TO: Campus Principal

DEPARTMENT: Wellness

SUPERVISES: Assistants assigned to work in the classroom

HIGHLINE OVERVIEW: Highline Academy is a community of diverse youth and adults striving together for academic, civic, and personal excellence. Founded in 2004, Highline is committed to inclusive excellence. In 2013, we launched our second school in Green Valley Ranch. Our students come from fifty countries, speak 26 different languages, represent a full range of socio-economic backgrounds, and previous educational experiences. Our diverse and integrated community has already begun to achieve excellence. Highline students have consistently outperformed district and state averages. Strong faculty and student retention rates are emblematic of the school’s positive culture and strong community. 

Highline has a commitment to a liberal arts education which includes Art, Music, Spanish and P.E. instruction for our students. We have high expectations for all of our learners, with an understanding that some learners need more or different instruction. We have a robust intervention program with additional supports available as students show they need them. We are a fully inclusive organization for students with special needs, who are integrated into the general education classrooms.  We have a character education program designed by Highline called Reach. This teaches, practices, and celebrates the Reach values of responsibility, empowerment, aspiration, citizenship and honesty. All our students are taught to Reach Out to support and care about their classmates and community, Reach In to learn about themselves and reflect about their learning and Reach Up to their very best academic achievement. We are a students’ first, growth mindset organization and we expect all of our employees to model these values. All Highline employees are expected to read and follow all policies as written in the employee handbook and to review it annually for updates.

Major Responsibilities: All Highline Behavior Interventionists must show clear competency and reliable practice of the following indicators:

• Develop, document and maintain ongoing behavior plans as well as implement and provide behavioral interventions.
• Using student data, provide interventions that will be progress monitored over set periods of time.
• Research, apply and support faculty and staff in application of multiple behavior intervention options.
• Collaborate with all faculty, staff and administration in application of Conscious Discipline.
• Develop and maintain a student database that identifies need and tracks behavior interventions provided as well as results.
• Collaborate with administration in professional development efforts for faculty and staff schoolwide.
• Communicate plans and progress of students to families.
• Create, maintain, and enforce clearly defined school-wide behavior expectations and procedures for discipline.
• Collaborates with wellness team (social worker, school psychologist, counselor) 
• Collaborates with the special education team to provide support and interventions for students with IEPs. 
• Track student behaviors and consequences.
• Intervene when a student is significantly disruptive.
• Develop and administer disciplinary procedures in accordance with school and district policies and state laws; confer with students, parents, and teachers regarding student
  related policies.
• Respond to and resolve parent, student, and staff concerns and complaints regarding student behavior. 
• Assist staff with the creation and alignment of classroom student behavioral expectations and classroom management plans.
• Openly communicate with staff and parents/guardians regarding student behavior.
• Create and maintain research-based behavioral interventions and train staff in those interventions.
• Manage the documentation of student behavior through Infinite Campus. 
• Attend appropriate meetings regarding student growth and success (IEP and 504 case conferences, parent meetings, suspension meetings etc.).
• Assist in the maintenance of the crisis management plan and school safety requirements
• Perform other duties as assigned. 

All Behavior Interventionists are also expected to demonstrate the Highline Internal Commitments for Professional Practice:

• We will take responsibility for student learning by valuing diversity, needs, learning styles and through shared ownership. 
• We will commit to being clear and purposeful in our objectives and instruction while continuing to reflect and revise learning strategies by frequently monitoring student assessment data and ensuring that it is used as a tool for learning. 
• We accept and embrace diversity within our community of faculty, students, and parent/guardians by valuing each other for who and where we all are in life as learners and as people, and we commit to providing a safe place for all to succeed. 
• We will be direct, intentional, timely, and graceful in giving and receiving communication without judgment and for positive and proactive purposes. 
• We will create an environment that empowers faculty, students and parent/guardians to be active participants in student success. 
• We will create a focused and sustainable adult community by focusing on what is most essential to student success and staying focused on Highline’s goal.
• We will consistently model and enforce Highline’s academic and behavioral expectations. 

Qualifications:

•  BS or higher
• Registered Behavior Technician (RBT Trained)
•  Demonstrated commitment to and understanding of the Highline mission
•  Strong communication and collaboration skills
• Applied knowledge of Conscious Discipline and other behavioral and/or academic support for struggling students. 
• Proven ability to track, analyze and effectively use data

Minimum Physical Requirements

• Be able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands.
• To be able to lift up to 40lbs without difficulty
• To maintain appropriate demeanor and professional classroom behavior when working with children and adults
• The ability to sit for extended periods during group training

 Salary Range: $42,776 - $64,413

Benefits:

Colorado PERA/PERA 401K

Life Insurance

PTO

Short Term Disability

Health

Gap Insurance

Dental

Aflac

Vision

FLEX24

Highline Academy does not discriminate in admission to, access to, treatment in, or employment in its services, programs and activities, on the basis of race, color, national origin, sex, disability, age, ethnicity, sexual orientation, gender identity, religious practice, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement in accordance with all federal, state and local laws.