Behavioral Interventionist

Provide academic intervention for students who are displaying the need for immediate behavior and emotional support in a more individualized environment until the student is able to safely reintegrate back into his/her assigned classroom setting.
1. Support school staff in maintaining an atmosphere of learning and safety.
Provide behavioral and academic intervention for students displaying the need for support.
Maintain communication with classroom teacher, teaching assistant, and program staff to remain up to date on current student academic and behavioral needs.
Ensure orderly transition of students throughout school day.
Utilize Skyward Student Data Management System and existing point system data to obtain, and review students' information with special attention to grades and behavioral progress.
Maintain and manage data base for recording student behavioral and academic progress.
Employ appropriate and approved interventions to assist students in maintaining baseline or returning to baseline after escalation.
Make visits to program when necessary.
Function within the existing organizational structure, interpret behavioral and academic data and be able to communicate verbally and in writing.
2. Collaborate with Behavior Specialist, School Psychologist, school administration, and program staff in Integrated Mental Health model and program development.
Participate as a member of the Behavioral Professional Learning Community team.
Participate in IEP meetings when needed.
Assist with the development of IEP behavioral goals when needed.
Assist Behavior Specialist with organizing and planning field trips.
3. Participate in maintaining a highly positive and ethical academic environment.
Comply with Nexus policies involving privacy and confidentially for students and their families.
Comply with all safety policies and procedures while on campus and while involved in off-campus activities.
Maintain appropriate boundaries in all interactions and contact with students and conduct all work responsibilities in a manner that exemplifies professionalism.
Demonstrate an acceptance and respectfulness toward diversity concerning commonalities and differences such as gender, race, age, culture, ethnicity, class, religion, disability and gender identity.
4. Other duties as apparent or assigned.
Knowledge, Skills, and Personal Attributes
Obtain and maintain certification in Therapeutic Crisis Intervention (TCI) techniques.
Demonstrate sufficient written and verbal communication skills to generate required documentation and reporting.
Exhibit a spirit of cooperation among coworkers and comply with corporate and school policies and procedures. Display ethical conduct and professionalism at all times, with particular emphasis on maintaining a healthy relationship and appropriate boundaries with students, and protecting student confidentiality.
Adhere to procedures regarding punctuality and attendance and exhibit flexibility in work schedule when needed.
Model and reinforce fundamentals of positive youth development.
Demonstrates the ability to handle student behavior outbursts, emergencies or crisis situations and uses sound judgment to take appropriate action. Remains calm and effectively manages stressful and difficult emotionally charged or crisis situations.
Serve as a mentor and role model in daily interactions with students that reflects compassion and understanding yet firm in holding students accountable for their actions, demonstrates communication that is honest, positive, respectful and professional.
Interact with and appreciate people from diverse, cultural, social, and religious backgrounds.
Continually seeks knowledge of and exhibits an understanding and acceptance of differences in gender, race, age, culture, ethnicity, class, religion and disability to better appreciate staff, children, and families.
Supports the mission of Nexus ("Strengthening Lives, Families, and Communities Through Our Cornerstone Values") by exemplifying the Cornerstone Values and the Nexus Guiding Principles in all interactions with internal and external customers, and in all work performed on behalf of the organization.
Education, Credentials and Experience
Bachelor's degree required.
Minimum 1 year experience in a school, day treatment or residential treatment setting.
Valid driver's license required. Must meet state regulating agency and Nexus driving requirements.
Have or be eligible to obtain an Illinois substitute teacher license, LBS-1 License preferred.
Physical Demands
Able to perform physical interventions and restraints of students.
Able to lift up to 50 pounds unassisted and up to 100

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