About this role
Position Title: Clarke CSD Behavior Interventionist Reports To: Building Administrators and District Administrators Job Type: Other % out of Classroom: 100% Number for Clarke: 1 Elementary Contract Dates: July 1 - June 30 Job Goal: The Behavior Interventionist provides targeted, direct support to students needing immediate behavioral response and structured Tier II/III interventions. Acting on the responsive side of student support, this role coordinates individual and small-group behavioral plans, assists in the daily Check-In/Check-Out (CICO) systems, and responds directly to real-time calls for classroom support. The Behavior Interventionist works in close partnership with the Success Coach to bridge immediate crisis responses with proactive, long-term classroom interventions. Knowledge and Skills Set: The ideal candidate exhibits high emotional regulation, patience, and strong crisis-de-escalation skills. This position requires knowledge of targeted behavioral intervention strategies, functional behavior assessments, and restorative practices. The candidate must possess strong communication skills, organizational follow-through, and the ability to build quick, trusted rapport with students in high-stress moments. Willingness to receive training related to the role and responsibilities. Preparation and Experience:
• High School Diploma required; Associate's or Bachelor's degree in Education, Human Services, or related field preferred (Iowa Teaching License or Paraprofessional Certification preferred) • Experience working with high-needs students in an educational or youth-services setting • Crisis Prevention Institute (CPI) certified (or required upon hire) • Training in behavioral intervention models, restorative justice, and trauma-informed care (Preferred) • Demonstrated ability to maintain composure during behavioral crises and preserve student confidentiality Essential Responsibilities:
• Immediate Response & Crisis Support: Respond directly to real-time calls for support when students experience behavioral crises or elopement from the classroom setting. • Direct Student Support: Provide individual (one-on-one) and small-group behavioral skill-building sessions focused on emotional regulation, coping mechanisms, and communication skills. • Check-In / Check-Out (CICO): Coordinate and execute daily Tier II/III Check-In and Check-Out systems for targeted students. • Restorative Practices: Facilitate reflection, de-escalation, and restorative conversations with students following classroom removals to support a successful return to learning. • Proactive Collaboration: Work directly with the Success Coach and classroom teachers to share behavioral data and align direct intervention strategies with classroom practices. • Intervention Coordination: Help design, track, and manage individualized behavior intervention plans (BIPs) under administrative or team guidance. • Data Tracking: Document behavioral incidents, response times, and intervention outcomes to inform MTSS team decisions. • Family & Staff Communication: Maintain regular communication with building leadership, counselors, Success Coaches, and parents regarding student behavioral progress. • Other duties as assigned by administration. Performance Standards:
• Demonstrates effective de-escalation and crisis-intervention skills • Maintains objective data and organized documentation • Collaborates effectively with Success Coaches, teachers, and administrators Meeting Requirements:
• Attends building MTSS / Student Support Team meetings • Attends regular check-in meetings with Building Administration and Success Coaches • Participates in relevant professional development and CPI re-certification trainings Terms of Employment:
• Salary and work year to be established by the Board of Education based on employee classification (Certified/Classified schedule) • Funding source: At-Risk & Dropout Prevention Evaluation: Performance of this job will be evaluated in accordance with the Board's policy on Evaluations of Personnel.