Behavior Interventionist - Limited Term Contract - Hamilton Elementary School

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Description

The School District of La Crosse is accepting applications for 1.0 FTE Limited Term Contract Behavior Interventionist at Hamilton Elementary School beginning in the second semester of the 2024-2025 school year. Projected start date: January 15, 2025

Wisconsin certification 1088 and/or 1801 is required. Multiple certifications are preferred.

• Knows the research and demonstrated the practices related to literacy (math, reading and writing aligned to the RtI framework).

• Has a minimum of five (5) years of demonstrated successful teaching experience at the elementary level.

• Knows the research and demonstrated the practices related to school wide behavioral support, Response to Intervention (RtI), Positive Behavioral Intervention Supports(PBIS), child development - including applied behavioral analysis, and the ability to use a variety of observational and interviewing skills.

• Completion of Universal PBIS Training.

• Demonstrated skills and/or desire to learn about culturally relevant pedagogical practices.

• Promotes shared decisionmaking but has the authority to initiate change (ie: work closely with administrator/decisionmaker).

• Flexibility to attend leadership workshops (e.g. PBIS training, diversity training, etc.)

• Follow all rules, policies, and procedures of the School District of La Crosse along with local, state, and federal laws and regulations pertaining to school issues and IDEA.

• Provide exemplary individual and small groups of students with educational interventions and progress monitoring.

• Work with school personnel in the Response to Intervention (RtI) and PBIS processes and assist in determining interventionplans.

• Maintain accurate records of interventions and progressmonitoring to ensure process fidelity.

• Maintain high level of ethical behavior and confidentiality of information.

• Participate and lead team/parent meetings as required; provide input to teams regarding student academic/behavioral strengths andweaknesses.

• Provide high quality general education instruction to students who are at-risk in reading, writing and/or mathematics.

• Use identified scientific, research-based interventions focused specifically on individual student difficulties.

• Implement the RtI and PBISmodels of increasingly intense student interventions andmonitor student progress according to prescribed procedures.

• Exceptional ability to provide academic and behavioral/social/emotional support following research proven best practices.

• Exceptional ability to teach professionals the latest research in classroomsupport techniques.

• Participation in a building response team (e.g. Non-Violent Crisis Intervention supports).

• Demonstrated to build capacity in professionals in soft skills of de-escalation (e.g. verbal, removing the audience, postvention, etc.).

• Ensure expectations are taught, reinforced, andmonitored with fidelity at the classroomlevel (e.g. PBIS).

• Ensure implementation of the acknowledgement systems with appropriate ratios for students.

• Assist in communicating and coordinating with the classroomteacher and Pupil Service Team in working with parents and other stakeholders, which could include wrap-around services.

• Network with other internal coaches, external coaches, and technical assistance coordinators.

• Capacity to document and enter data for academic and behavior supports.

• Participate in universal screening activities and assist with the analysis of the data to identify students in need of response to interventionservices.

• Provide data to the school teams and participate in decisions about student progress.

• Utilize a tracking systemtomaintain lists of students participating in interventions.

• Performrelated duties and responsibilities as requested by the principal.

• Actively engage in personal and professional improvement and trainings

• Establish andmaintain positive and open communication and relationships with all stakeholders.

• Other duties as assigned.

Applicants are requested not to contact or send application materials to individual building principals. To be given full consideration, please closely follow the application instructions in WECAN and upload the required additional application materials to your WECAN account, including two letters of recommendation.

After application submission, you will NOT be able to modify your application or add additional application materials. Only application materials submitted with your WECAN application will be accepted (i.e. resume, letters of recommendation). Please DO NOT EMAIL or mail application materials as they cannot be given consideration. Submit your application once it is complete.

The School District of La Crosse is an equal opportunity employer and does not discriminate against applicants on the basis of actual or perceived: age, sex, race, religion, national origin, ancestry, creed, socio-economic status, marital status, pregnancy, sexual orientation, gender identity, gender expression, gender nonconformity, physical, mental, emotional or learning disability, citizenship, military service, membership in the National Guard, state defense force, or any other reserve component of the military forces of Wisconsin or the United States, political affiliation, or any other factor prohibited by state and federal law.

The School District of La Crosse values equity and diversity in our student population as well as staff members. Applications from diverse segments of the population are encouraged and welcomed.

We prohibit retaliation against individuals who bring forth any complaint, orally or in writing, to the employer or government, or against any individual(s) who assist or participate in the investigation of any complaint.

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