District SEBH Intervention Specialist

District SEBH Intervention Specialist The District SEBH (Social, Emotional, Behavioral Health) Intervention Specialist provides districtwide leadership, coaching, and expertise to support the implementation of evidence-based behavioral and social-emotional interventions across all schools. This role focuses on strengthening Tier 3 Multi-Tiered Systems of Support (MTSS), improving Behavior Intervention Plan (BIP) implementation fidelity, and delivering specialized social-emotional programming for students with intensive behavioral needs. Intervention Specialists are deployed to schools through a structured referral process based on individual student behavior data, ensuring that intensive support is aligned with the greatest areas of need. Through direct coaching, consultation, training, and systems-building support, the SEBH Intervention Specialist plays a critical role in fostering positive student outcomes and building sustainable capacity across the district. Reports directly to the Director of Behavior Supports, with collaborative oversight from the Chief of Area 2 Schools and Behavioral Supports, Executive Director of Special Education and Executive Director of Student Services. Works closely with building administrators, Special Education teams, SEBH Engagement Specialists, and community partners. Guide the development and implementation of Tier 3 SEBH systems across all district schools. Support district MTSS and PBIS efforts by aligning Tier 3 intervention practices with universal and targeted supports. Analyze building and districtwide behavior data to inform decision-making and drive continuous improvement. Conduct and support Functional Behavior Assessments (FBAs) for students requiring intensive interventions. Develop, coach, and monitor high-quality Behavior Intervention Plans (BIPs), ensuring alignment to best practices and individualized student needs. Train and coach building teams in completing BIP fidelity checks and using data to refine intervention strategies. Deliver and support the implementation of specialized social-emotional programming, including: Accept. Identify. Move (AIM): Mindfulness, Acceptance and Commitment Therapy (ACT), and Functional Behavioral Analysis integration for emotional regulation and self-management. Dialectical Behavior Therapy (DBT)-informed approaches: Support for students who experience significant difficulty managing emotions, thoughts, and behaviors, improving coping and decision-making skills. Provide direct coaching to SEBH Intervention Specialists, Special Education staff, administrators, and general education teachers on behavior intervention and social-emotional best practices. Facilitate professional learning communities and learning focused on FBAs, BIPs, AIM, DBT strategies, crisis prevention, and trauma-informed practices. Collaborate with building teams to sustain effective Tier 3 practices through ongoing professional development and technical assistance. Willingness and ability to be certified in Safety Care. Provide support in de-escalation strategies, proactive intervention planning, and post-crisis response processes. Partner with families, caregivers, and community agencies to align behavioral supports and promote student success across environments. Intervention Specialists are deployed based on a referral process initiated when behavior data indicates the need for intensive Tier 3 support. Referrals are reviewed collaboratively with Student Services, Special Education, and Behavior Supports leadership teams to prioritize and assign Intervention Specialists according to student and building needs. Ongoing monitoring of intervention effectiveness ensures that supports remain data-driven, targeted, and responsive to evolving needs. Bachelor's degree preferred; background in Behavior Analysis, Psychology, Social Work, or related field preferred. Minimum of three years of school-based experience implementing behavioral interventions. Strong knowledge of MTSS, PBIS, FBA/BIP processes, and evidence-based behavior support frameworks. Experience providing social-emotional instruction using AIM, DBT, ACT, or similar evidence-based programs is highly preferred. Expertise in adult learning and coaching practices. Valid Iowa Driver's License and willingness to travel to multiple district locations. Deep understanding of behavioral science, cognitive-behavioral therapy approaches, and social-emotional learning practices. Ability to conduct FBAs, develop BIPs, and coach fidelity monitoring. Knowledge of mindfulness, ACT, and DBT principles to support student self-regulation and resilience. Strong data analysis, communication, and problem-solving skills. Ability to build strong, collaborative relationships with diverse school communities. Commitment to equity, inclusion, and culturally responsive practices. Work across multiple school sites, supporting staff, students, and leadership teams. Professional work hours with occasional evening or weekend professional learning events as needed. Indoor work environment with occasional outdoor activities for programming and crisis support. The Cedar Rapids Community School District is committed to providing equal employment opportunities without regard to race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.