Behavior Interventionist

School/Building – Murray Park/Quest Elementary School
Number of Openings – 1


Name – Kristi Schmitt
Title – Business Services Specialist
Email –
Phone – 920-748-4600
Website –

Position Details

Position Start Date – 8/19/2024
Terms/Schedule – 1.0 FTE
Appointment Type – Full Time


Candidate Requirements:

Years of Experience: 0
Degree: Bachelors, Masters Preferred 
Licenses: School Counselor, School Psychologist, School Social Worker, Special Education Teacher, or Other Teaching License
Additional Requirements: Resume Cover Letter Letters of Recommendation Transcript

Essential Job Functions:

  • Provide leadership and direction at the school level, working to design, implement, coordinate, and evaluate a comprehensive behavior support program and Equitable Multi-Level Systems of Support (EMLSS) work
  • Collaborate with administration, pupil services professionals, and teaching staff to identify students that need individualized targeted and intensive support in their social, emotional, and behavioral development, using the Response to Intervention (RtI) multi-tier approach
  • Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data
  • Apply sound principles of data-based decision making to all aspects of practice (ex: designing interventions, monitoring student progress, consulting with school administrators and pupil services team members, and disseminating intervention research findings within the school setting)
  • Provide high-quality direct services and research-based instruction, using methodologies/ practices that ensure the fidelity of the implementation of the developed student plan
  • Demonstrate a sound working knowledge regarding the social, affective, and adaptive domains of child and adolescent development

Other Job Functions:

  • Conduct classroom observations, as needed, to design appropriate interventions, success plans, etc. 
  • 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
  • Coordinate the use of teacher rating scales and other relevant student assessments to evaluate social, emotional, and behavioral skill set (through the lens of the Wisconsin DPI SEL competencies)
  • Provide individual push-in/ pull-out and small group support, when needed, for students on caseload, to enhance and reteach expected skills 
  • Promote highly specialized positive behavior interventions in which “at risk” students thrive; behavior instruction that is explicit, intensive, accelerated, and provides ample practice
  • Collaborate and consult with classroom teachers regarding things like classroom management, universal practices and intervention ideas, SEL curriculum, etc.
  • Assist staff in defining and measuring behavior, understanding principles of reinforcement, teaching new behavior, implementing strategies for weakening behavior, and identifying triggers/ antecedents
  • Assist instructional personnel with the development of learning materials and reinforcement strategies according to the student’s Individual Education Plan (IEP), 504 Plan, or Success Plan
  • Gather and analyze information relevant to effective intervention using Functional Behavioral Assessments (FBA) and develop Behavior Intervention Plans (BIPs) to teach and reinforce positive behaviors 
  • Provide support and guidance, as needed, as part of the Student Success Team (SST) process, working in tandem with the school counselor and school psychologist
  • Mediate with students to teach appropriate alternatives to negative and destructive behaviors
  • Help manage the behavior of all students; this includes intervening in crisis situations and restraining disruptive or dangerous student behavior using Non-Violent Crisis Intervention (NVCI) strategies and techniques
  • Maintain a high level of skill and knowledge of current research and practices, and 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
  • Adhere to educationally-based laws, policies, procedures, and ethical standards
  • Maintain confidentiality of sensitive and privileged information
  • Demonstrate strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families to assist with student success planning 
  • Perform related duties as assigned

The Ripon Area School District Board of Education does not discriminate on the basis of race, color, national origin, genetic information, sex, religion, age or disability in employment or the provision of services. Ripon Area School District is an Equal Opportunity Employer.

Candidate Requirements

Years of Experience – 0
Degree – Bachelor

  • School Counselor
  • School Psychologist
  • School Social Worker
  • Cross Categorical Special Education

Additional Requirements

  • Cover Letter
  • Resume
  • Letters of Recommendation
  • Custom Questions
  • Transcripts & Licenses/Certifications


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