Behavior Interventionist Assistant

Position Type:

Support Staff/Behavioral Interventionist Assistant

Date Posted:

5/23/2025

Location:

Stonybrook Intermediate and Middle School

Closing Date:

Until filled

JOB TITLE

Student Success Coach (Behavior Interventionist Assistant)

FLSA CLASSIFICATION

Non-exempt, hourly employee

STANDARD HOURS PER DAY

7 hours per day (not including a 30-minute unpaid duty-free meal break)

WORK DAYS

181 days (those days when students are scheduled to attend school)

STANDARD HOURS PER DAY

7 hours per day (not including a 30-minute unpaid duty-free meal break)

WORK YEAR

The Student Success Coach is scheduled to work all days when students are scheduled to attend school in addition to registration, opening day, and two days at the end of the year.

SALARY SCHEDULE & BENEFITS

The Student Success Coach is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $21.63 per hour.

REPORTS TO

The Student Success Coach is supervised by the Principal and Associate Principal.

SUPERVISES

The Student Success Coach does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

The Student Success Coach will work directly with students to increase positive behavior interventions and support. The Student Success Coach provides leadership and direction at the school level working to design and implement a program that addresses the variety of behavioral needs of the identified students. In addition, the Student Success Coach can serve as a liaison between the identified students and their teachers and provides additional support in the classroom. Under the supervision of the Principal and AP/Dean, the Student Success Coach works collaboratively to provide diversified strategies and activities to support the identified group of students.

Assist administration/PBIS Team by identifying and measuring behavior; teaching new behavior through the use of research based strategies, implementing strategies to help reduce inappropriate behavior; and meet with identified students, parents, and teachers to ensure strategies in an intervention plan are implemented with fidelity;

Participate in behavioral meetings/staffings with administration for the purpose of completing a behavioral plan or completing a Functional Behavioral Assessment;

Consults with school social worker, school guidance counselor, AP/Dean and Principal;

Review behavioral referrals and behavior tracking data;

Ensure new students joining Stonybrook are oriented to the expectations, processes and procedures needed to be a student in good academic and behavioral standing;

Work with the school guidance counselor to assess incoming students’ interests through the use of an interest survey; assist students in setting long-term and short-term goals;

Participate with the building level PBIS (culturally responsive Positive Behavior Intervention and Supports) team and grade level team meetings as appropriate;

Engage in on-going professional development to increase knowledge of behavior support for all students, targeted students and students representing sub-groups;

Engage parents in the student intervention plan process and empower parents by providing them with the skills and techniques to support the positive behavior development of their student; and,

Maintain excellent records in order to evaluate the effectiveness of the program and curriculum.

NON-ESSENTIAL FUNCTIONS:

1. Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High School diploma or GED is required; an Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred (Official transcripts are required to validate education.)

2. EXPERIENCE: Previous vocational training or work experience with school-age children with special needs is preferred.

3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email or call .

4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.

Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.

Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.

Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.

Mathematical Aptitude: Depending on the grade level of the classroom assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require the ability to calculate decimals and percentages; may require the ability to utilize principles of fractions and/or to interpret graphs;

Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.

Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

Physical Requirements: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of standing, walking, climbing, stooping, kneeling, crouching and

crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (10-20 pounds).

Sensory Requirements: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Environmental Factors: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

MSD Warren_Benefit Guide_2025.pdf