Social-Emotional-Behavioral (SEB) Interventionist

JobID:

4512

Position Type:

Behavioral Health and Wellness/SEB Interventionists Date Posted:

5/11/2026

Location:

District Closing Date:

Until Filled Job Description Position Title :

Social-Emotional-Behavioral (SEB)

Interventionist Location:

District Department :

Behavioral Health & Wellness Reports To :

Building Principal Term:

Ongoing 188-day position starting with the 2026-27 School Year (Prorated depending on start date) Position is funded by the SBMH grant through 2028.

Schedule:

Mon-Fri Full-time following assigned school day hours of operation

Salary:

Position follows the 2025-2027 Teacher Salary Schedule if candidate is licensed by ND ESPB or the Classified Salary Schedule 2026-2027 if candidate is not licensed by ND ESPB (C410 or C412 depending on Bachelor's or Master's Degree). Date of last review : May 2026

SUMMARY :

The SEB Interventionist provides targeted skills training to individuals and small groups with an emphasis on social skill development and generalization of skills to the classroom environment. The SEB Interventionist also works collaboratively with the building-level MTSS-B team to maintain a continuum of positive behavior supports and to promote positive learner behavior by providing professional development in areas such as research, strategies, and modeling of instructional practices to support educators in their implementation of positive behavior support in their respective classrooms.

To Apply:

Please complete the application and include up-to-date, relevant submissions of your resume, letter of interest, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES

(Other duties may be assigned)

Collaboration:

Collaborates with school and district teams for learners receiving Tier 2 & 3 supports. Supports the collaboration between educators and school teams to ensure programming is designed with generalization in mind (e.g., can be implemented in various classroom settings). Supports district in building capacity in serving learners with complex needs. Conducts positive behavior support presentations, training, and professional development within the district. Develops positive, effective working relationships with learners and staff.

Communication:

Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity. Summarizes interventions and programs into written communications. Designs presentations and effectively communicates information in one-on-one and group situations to learners and staff. Communicates with guardians/families to promote positive engagement with school teams and to support learners' progress on an ad hoc basis.

Compassion:

Models and leads de-escalations/crisis responses in alignment with district policies. Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences. Partners with others to resolve potential controversy and conflict through respectful discussion. Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:

Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.

Critical Thinking:

Reasons, interprets, and analyzes information to generate new knowledge and understanding. Supports MTSS-B systems implementations across all three tiers of service delivery – Focusing on preventative strategies. Engages and has knowledge of the process of district research-based behavioral programming and supporting documentation.

Reflection:

Remains up to date on behavioral research and disseminates to district staff as appropriate to facilitate the utilization of evidenced-based practices. Engages in on-going professional development to increase personal knowledge and skills of positive learner behavior support for all learners, targeted learners, and/or learners representing sub-group populations. Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:

Maintains composure while dealing with stressful situations. Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:

Leads socials skills groups for learners with complex needs on an ad hoc basis. Provides targeted skills integration and training for learners based on the need of applicable learner. Collects behavioral data and visually showcases results for analysis. Implements specialized teaching techniques to assess, coach, and collaborate with instructional and behavioral interventions. This includes fluency in the following interventions. Discrete trial training Natural environment teaching Incidental teaching Prompting hierarchies Functional communication training Behavior skills training Reinforcement procedures

PHYSICAL DEMANDS AND WORK ENVIRONMENT

The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms. While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear. The specific vision abilities required for this role include close and peripheral vision. The employee may be required to lift up to ~30 pounds. The employee must work with the public and various WFPS staff while simultaneously managing several competing demands. The employee will work in an environment that has a quiet to loud noise level. Education and/or

Experience:

Bachelor's degree in special education, elementary or secondary education, psychology, applied behavior analysis, social work, or other human services related field such as counseling, child development, family science, or communication disorders. Bachelor's degree plus current enrollment in a Master's degree course of study from above-listed areas would also be acceptable. Master's degree in Social Work is preferred. Experience working with individuals with developmental disabilities or mental illnesses is preferred. Experience leading restorative conferencing sessions is preferred. Expert knowledge of techniques needed to implement function–based interventions is preferred. Experience with the Incredible Years model for skills training is preferred. Experience with restorative practices/circles/conferencing is preferred. Experience working in a school setting or with

MTSS/PBIS

supports is preferred. Board Certified Behavior Analysts or demonstrated progress of obtaining the credential is preferred.

Language Skills:

Ability to read, write, and comprehend simple instructions and short correspondences in the English language. Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:

Exercise confidentiality, discretion, and good judgement. Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES

None. - The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for

ND Veteran's Preference:

North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply. Social-Emotional-Behavioral (SEB) Interventionist 4.1 4.1 out of 5 stars West Fargo, ND Full-time West Fargo Public Schools 41 reviews

Full-time JobID:

4512

Position Type:

Behavioral Health and Wellness/SEB Interventionists Date Posted:

5/11/2026

Location:

District Closing Date:

Until Filled Job Description Position Title :

Social-Emotional-Behavioral (SEB)

Interventionist Location:

District Department :

Behavioral Health & Wellness Reports To :

Building Principal Term:

Ongoing 188-day position starting with the 2026-27 School Year (Prorated depending on start date) Position is funded by the SBMH grant through 2028.

Schedule:

Mon-Fri Full-time following assigned school day hours of operation

Salary:

Position follows the 2025-2027 Teacher Salary Schedule if candidate is licensed by ND ESPB or the Classified Salary Schedule 2026-2027 if candidate is not licensed by ND ESPB (C410 or C412 depending on Bachelor's or Master's Degree). Date of last review : May 2026

SUMMARY :

The SEB Interventionist provides targeted skills training to individuals and small groups with an emphasis on social skill development and generalization of skills to the classroom environment. The SEB Interventionist also works collaboratively with the building-level MTSS-B team to maintain a continuum of positive behavior supports and to promote positive learner behavior by providing professional development in areas such as research, strategies, and modeling of instructional practices to support educators in their implementation of positive behavior support in their respective classrooms.

To Apply:

Please complete the application and include up-to-date, relevant submissions of your resume, letter of interest, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES

(Other duties may be assigned)

Collaboration:

Collaborates with school and district teams for learners receiving Tier 2 & 3 supports. Supports the collaboration between educators and school teams to ensure programming is designed with generalization in mind (e.g., can be implemented in various classroom settings). Supports district in building capacity in serving learners with complex needs. Conducts positive behavior support presentations, training, and professional development within the district. Develops positive, effective working relationships with learners and staff.

Communication:

Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity. Summarizes interventions and programs into written communications. Designs presentations and effectively communicates information in one-on-one and group situations to learners and staff. Communicates with guardians/families to promote positive engagement with school teams and to support learners' progress on an ad hoc basis.

Compassion:

Models and leads de-escalations/crisis responses in alignment with district policies. Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences. Partners with others to resolve potential controversy and conflict through respectful discussion. Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:

Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.

Critical Thinking:

Reasons, interprets, and analyzes information to generate new knowledge and understanding. Supports MTSS-B systems implementations across all three tiers of service delivery – Focusing on preventative strategies. Engages and has knowledge of the process of district research-based behavioral programming and supporting documentation.

Reflection:

Remains up to date on behavioral research and disseminates to district staff as appropriate to facilitate the utilization of evidenced-based practices. Engages in on-going professional development to increase personal knowledge and skills of positive learner behavior support for all learners, targeted learners, and/or learners representing sub-group populations. Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:

Maintains composure while dealing with stressful situations. Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:

Leads socials skills groups for learners with complex needs on an ad hoc basis. Provides targeted skills integration and training for learners based on the need of applicable learner. Collects behavioral data and visually showcases results for analysis. Implements specialized teaching techniques to assess, coach, and collaborate with instructional and behavioral interventions. This includes fluency in the following interventions. Discrete trial training Natural environment teaching Incidental teaching Prompting hierarchies Functional communication training Behavior skills training Reinforcement procedures

PHYSICAL DEMANDS AND WORK ENVIRONMENT

The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms. While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear. The specific vision abilities required for this role include close and peripheral vision. The employee may be required to lift up to ~30 pounds. The employee must work with the public and various WFPS staff while simultaneously managing several competing demands. The employee will work in an environment that has a quiet to loud noise level. Education and/or

Experience:

Bachelor's degree in special education, elementary or secondary education, psychology, applied behavior analysis, social work, or other human services related field such as counseling, child development, family science, or communication disorders. Bachelor's degree plus current enrollment in a Master's degree course of study from above-listed areas would also be acceptable. Master's degree in Social Work is preferred. Experience working with individuals with developmental disabilities or mental illnesses is preferred. Experience leading restorative conferencing sessions is preferred. Expert knowledge of techniques needed to implement function–based interventions is preferred. Experience with the Incredible Years model for skills training is preferred. Experience with restorative practices/circles/conferencing is preferred. Experience working in a school setting or with

MTSS/PBIS

supports is preferred. Board Certified Behavior Analysts or demonstrated progress of obtaining the credential is preferred.

Language Skills:

Ability to read, write, and comprehend simple instructions and short correspondences in the English language. Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:

Exercise confidentiality, discretion, and good judgement. Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES

None. - The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for

ND Veteran's Preference:

North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.