Cedar Rapids Community School District
SEBH Intervention Specialist
Cedar Rapids Community School District, Cedar Rapids, Iowa, United States, 52404
Job Summary
The SEBH Intervention Specialist is a key member of the building behavior support team, working in collaboration with Engagement Specialists, Special Education staff, and other stakeholders to implement evidence‑based behavioral strategies. The role plays a critical part in supporting the Multi‑Tiered System of Supports (MTSS) framework, ensuring that students—particularly those receiving special education services—have access to appropriate behavioral and social‑emotional interventions. The specialist works directly with the Tier 3 team to model, coach, and build staff capacity in addressing the behavioral and social‑emotional needs of students with Individualized Education Programs (IEPs) and 504 Plans. Through structured interventions, coaching, and data‑driven strategies, this role enhances student success, improves classroom environments, and ensures compliance with special education regulations related to behavioral supports. Organizational & Reporting Relationships
The position reports directly to the Building Principal, with additional support and oversight from the Director of Student Services, the Executive Director of Special Education, and the Executive Director of Behavior Supports. It maintains a collaborative relationship with building staff, ELSC staff, community agencies, and special education teams. Essential Job Functions
Attend all required professional learnings, complete practice activities, and participate in monthly coaching sessions to achieve mastery of identified essential skills. Lead Tier 3 system meetings and individual student meetings, ensuring alignment with IEPs and 504 Plans. Review and analyze student outcome and fidelity data before meetings, ensuring proper documentation in the Tier 3 Tracking Tool and other special education data systems. Co‑develop, implement, and monitor Behavior Intervention Plans (BIPs): collaborate with Special Education teachers, IEP teams, and other staff to create individualized BIPs based on data from Tier 3 Functional Behavior Assessments (FBAs). Assist in developing Tier 3 BIP fidelity checklists and train staff on proper implementation. Coach team members on implementing BIPs as designed and adjust Tier 3 BIPs through data‑driven decision‑making. Lead the creation and management of a building‑wide monthly BIP fidelity check calendar in collaboration with Special Education teams. Conduct BIP fidelity checks, ensuring compliance with special education laws and best practices. Provide targeted coaching & professional development: train and coach staff members to ensure behavior intervention plans (BIPs) and de‑escalation strategies are implemented effectively. Provide additional support when fidelity checks fall below 80%, ensuring necessary adjustments are made. Collaborate with special education teachers, general education teachers, paraprofessionals, and AEA staff to implement strategies that align with students’ IEP goals. Serve as a mentor and coach for special education staff, modeling best practices in behavioral interventions. Serve as a Safety Care Team member, providing crisis intervention and de‑escalation support as needed. Successfully complete initial and annual Safety Care Certification (SC) standards to ensure the ability to respond to behavioral crises appropriately. Work collaboratively with the Special Education team to support students with significant behavioral needs, ensuring safety and adherence to Least Restrictive Environment (LRE) guidelines. Support the school’s overall behavior support initiatives, including Restorative Practices, Trauma‑Informed Care, and Positive Behavior Interventions & Supports (PBIS). Participate in ongoing professional development to remain current in special education and behavioral support best practices. Job Requirements
Bachelor’s degree in Special Education, Social Services, Psychology, or a related field preferred. Experience in special education, particularly in implementing FBAs, BIPs, and behavior management strategies, strongly preferred. Experience with Positive Behavior Interventions & Supports (PBIS) and understanding of the function of behavior. Experience working with students in a school setting, particularly those receiving special education services. Ability to work collaboratively with school staff, students, families, and mental health providers. Understanding of IDEA, Section 504, and other special education regulations related to behavioral supports. Valid Iowa Driver’s License and a satisfactory driving record. Knowledge, Skills, and Abilities Required
Strong ability to advocate for students in accessing needed resources. Effective collaboration and communication skills with students, families, staff, and community agencies. Ability to implement de‑escalation techniques and behavior management strategies. Familiarity with special education documentation requirements related to behavioral supports. Strong data analysis skills to drive decision‑making in behavioral interventions. Ability to maintain confidentiality and uphold ethical standards in working with students and families. Work Environment
Primarily in a school setting, collaborating with general and special education staff. May require occasional work in outdoor environments for student supervision and crisis response. Requires the ability to work beyond standard school hours for meetings, assessments, and staff training. Equal Opportunity Employer
The Cedar Rapids Community School District is an Equal Opportunity Employer and does not discriminate based on race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
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The SEBH Intervention Specialist is a key member of the building behavior support team, working in collaboration with Engagement Specialists, Special Education staff, and other stakeholders to implement evidence‑based behavioral strategies. The role plays a critical part in supporting the Multi‑Tiered System of Supports (MTSS) framework, ensuring that students—particularly those receiving special education services—have access to appropriate behavioral and social‑emotional interventions. The specialist works directly with the Tier 3 team to model, coach, and build staff capacity in addressing the behavioral and social‑emotional needs of students with Individualized Education Programs (IEPs) and 504 Plans. Through structured interventions, coaching, and data‑driven strategies, this role enhances student success, improves classroom environments, and ensures compliance with special education regulations related to behavioral supports. Organizational & Reporting Relationships
The position reports directly to the Building Principal, with additional support and oversight from the Director of Student Services, the Executive Director of Special Education, and the Executive Director of Behavior Supports. It maintains a collaborative relationship with building staff, ELSC staff, community agencies, and special education teams. Essential Job Functions
Attend all required professional learnings, complete practice activities, and participate in monthly coaching sessions to achieve mastery of identified essential skills. Lead Tier 3 system meetings and individual student meetings, ensuring alignment with IEPs and 504 Plans. Review and analyze student outcome and fidelity data before meetings, ensuring proper documentation in the Tier 3 Tracking Tool and other special education data systems. Co‑develop, implement, and monitor Behavior Intervention Plans (BIPs): collaborate with Special Education teachers, IEP teams, and other staff to create individualized BIPs based on data from Tier 3 Functional Behavior Assessments (FBAs). Assist in developing Tier 3 BIP fidelity checklists and train staff on proper implementation. Coach team members on implementing BIPs as designed and adjust Tier 3 BIPs through data‑driven decision‑making. Lead the creation and management of a building‑wide monthly BIP fidelity check calendar in collaboration with Special Education teams. Conduct BIP fidelity checks, ensuring compliance with special education laws and best practices. Provide targeted coaching & professional development: train and coach staff members to ensure behavior intervention plans (BIPs) and de‑escalation strategies are implemented effectively. Provide additional support when fidelity checks fall below 80%, ensuring necessary adjustments are made. Collaborate with special education teachers, general education teachers, paraprofessionals, and AEA staff to implement strategies that align with students’ IEP goals. Serve as a mentor and coach for special education staff, modeling best practices in behavioral interventions. Serve as a Safety Care Team member, providing crisis intervention and de‑escalation support as needed. Successfully complete initial and annual Safety Care Certification (SC) standards to ensure the ability to respond to behavioral crises appropriately. Work collaboratively with the Special Education team to support students with significant behavioral needs, ensuring safety and adherence to Least Restrictive Environment (LRE) guidelines. Support the school’s overall behavior support initiatives, including Restorative Practices, Trauma‑Informed Care, and Positive Behavior Interventions & Supports (PBIS). Participate in ongoing professional development to remain current in special education and behavioral support best practices. Job Requirements
Bachelor’s degree in Special Education, Social Services, Psychology, or a related field preferred. Experience in special education, particularly in implementing FBAs, BIPs, and behavior management strategies, strongly preferred. Experience with Positive Behavior Interventions & Supports (PBIS) and understanding of the function of behavior. Experience working with students in a school setting, particularly those receiving special education services. Ability to work collaboratively with school staff, students, families, and mental health providers. Understanding of IDEA, Section 504, and other special education regulations related to behavioral supports. Valid Iowa Driver’s License and a satisfactory driving record. Knowledge, Skills, and Abilities Required
Strong ability to advocate for students in accessing needed resources. Effective collaboration and communication skills with students, families, staff, and community agencies. Ability to implement de‑escalation techniques and behavior management strategies. Familiarity with special education documentation requirements related to behavioral supports. Strong data analysis skills to drive decision‑making in behavioral interventions. Ability to maintain confidentiality and uphold ethical standards in working with students and families. Work Environment
Primarily in a school setting, collaborating with general and special education staff. May require occasional work in outdoor environments for student supervision and crisis response. Requires the ability to work beyond standard school hours for meetings, assessments, and staff training. Equal Opportunity Employer
The Cedar Rapids Community School District is an Equal Opportunity Employer and does not discriminate based on race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
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