Job Description

Behavior Intervention Specialist

The Behavior Intervention Specialist must be equipped with the knowledge and skills necessary to assist individuals, groups and systems through the application of positive behavior supports. The Behavior Specialist helps coordinate Functional Assessments of Behavior and Behavior Intervention Plans that address students' inappropriate behaviors and provide a means to help the students become more academically successful. Behavior Intervention Specialist also provides classroom and school-wide behavior management strategies.

Reports To Compensation Location Contract FLSA Building Based on Pontiac High 185 Days Exempt Principal Non-Union School Salary Table

The School District of the City of Pontiac serves approximately 3,850 students and is committed to empowering every learner through high-quality instruction, innovative programs, and meaningful support. As a district on the rise, our teachers and staff continue to invest in student success, staff excellence, and a strong future for our community.

Position Summary

The Behavior Intervention Specialist must be equipped with the knowledge and skills necessary to assist individuals, groups and systems through the application of positive behavior supports. The BIS helps coordinate Functional Assessments of Behavior and Behavior Intervention Plans that address students' inappropriate behaviors and provide a means to help the students become more academically successful. Behavior Intervention Specialist also provides classroom and school-wide behavior management strategies.

Qualifications

• Bachelor's Degree REQUIRED, Teacher certification preferred
• Experience working with "at risk" and/or "behaviorally challenged" students.

Pre-Employment Requirements

• Criminal Background Check
• Drug Screen

Essential Duties & Responsibilities

• Knowledge of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior.
• Knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function – based interventions, and Behavior Intervention Plans (BIP).
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe behavioral work plans for individual students.
• Knowledge in research based behavior intervention strategies and ability to implement them effectively.
• Knowledge in the use of technology to support instruction and student learning.
• Demonstrate ability to plan and evaluate strategies for improving student behavior.
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality.
• Demonstrates exceptional skill in the roles of a collaborator, action researcher, reflective practitioner, and learner advocate.
• Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
• Facilitate team meetings with the identified student's teachers and parents for the purpose of completing a Functional Behavioral Assessment.
• Facilitate team meetings that: design Behavior Interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
• Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
• Promote highly specialized positive behavior interventions in which "at risk" students thrive – behavior instruction that is explicit, intensive, accelerated and provides ample practice.
• Use ongoing assessments to maintain a record of student progress.
• Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
• Regard assessment as a joint venture through which both student and teacher understanding is enhanced.
• Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills, knowledge, and understandings.
• Model good assessment processes that assist students in assessing their own work and behavior.
• Provide recognition of a variety of student accomplishments and positive behaviors.
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
• Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
• Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
• Engage parents in the "student behavior intervention plan" process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
• Conduct conflict resolution and peer mediation sessions.
• Review behavior referrals and SWIS data reports.
• Participate in building level teams and/or grade level meetings, as appropriate.
• Consult with school social workers, counselors, and teachers.
• Attend professional development opportunities to maintain a high level of skill and knowledge of current research and practices.
• Serve as a consultant to administrators, teachers, and parents.
• Organize and schedule time commitments to meet demands of the job.
• Comply with all safety policies, practices and procedures; report all unsafe activities to supervisor and/or Human Resources.
• Participate in proactive team efforts to achieve District, building, departmental and/or grade level goals.
• Provide leadership to others through example and sharing of knowledge/skill.

Benefits of Working with PSD

• Competitive Medical, Dental, and Vision benefits for full-time employees. (Cash-in-lieu option is available for eligible employees, with payments directed to a retirement savings account.)
• Employee Assistance Program (EAP) offering confidential wellness counseling, and support services for employees and eligible family members.
• Paid Time Off (PTO) and Earned Sick Time Act (ESTA) leave for eligible employees.

Physical Requirements

• Regular sitting, speaking, hearing, and use of hands. Occasional standing, walking, reaching, stooping, kneeling, and lifting up to 10 pounds.

Application Process

• Online Employment Application | Open Positions

The City of Pontiac School District is an Equal Opportunity/Affirmative Action Employer and adheres to all district policies, rules, and regulations. No individual shall be excluded from participation in, denied the benefits of, or subjected to discrimination in any program, activity, or employment on the basis of race, color, religion, national origin, sex, age, or disability. The district complies with all applicable federal and state laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and Michigan Department of Education policies and regulations prohibiting discrimination. For inquiries regarding non-discrimination policies under Title II, Title VI, or Title IX, contact 248-451-6802. For questions related to Section 504, contact 248-451-6825. Complaints may be addressed to 47200 Woodward Ave, Pontiac, MI 48342. Updated June 2026 JP

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