Elementary Mathematics AIS Teacher (Per Diem)

Title: Math AIS Teacher/Part-time (No Benefits)

Description: Math AIS teachers work 4 days a week to provide small group, math remediation instruction and/or classroom push-in support for elementary students; provide students with the fundamental prerequisite skills that are required to understand and apply grade level skills and concepts

 

Expectations:

•  Knowledge of New York State Next Generation Mathematics Learning Standards in Grades K-6; knowledge of best practices for teaching mathematics

• Work collaboratively with classroom teachers to provide small group mathematics support to students in a push-in and pull-out format; provide instruction to support classroom units of study and to bridge students’ foundational gaps in mathematics

• Incorporate manipulatives to enhance the learning experience for students

• Ability to differentiate instruction and engage students in rigorous content and well-planned, well-paced lessons to meet the various needs of students

• Current on new instructional methodologies, tools and resources and their use in the classroom

• Incorporate technology into mathematics instruction

• Monitor and assess students’ growth and progress; communicate assessment analysis with teachers, support staff, administrators and parents

• Demonstrate ongoing commitment to professional development; provide turn-key training for all staff members on all related NYS Next Generation Mathematics Standards and best practices in the instruction of mathematics

• Perform all phases of computerized assessment implementation including, but limited to, scheduling, creating test sessions, proctoring, trouble shooting, providing data, etc.; collect and analyze data from a variety of sources

• Recommend, disseminate, and support the use of instructional materials, ideas, and policies District-wide

• Possess strong classroom management and behavior management skills,

• Other assigned duties/responsibilities at the building and district levels

Requirements:

• Master’s Degree in Education

• Mathematics background or NYS Certification in Mathematics- Preferred but not required

• Knowledge of iReady and NWEA- Preferred but not required

• Excellent oral and written communication skills and the ability to communicate effectively with colleagues, parents, community members, and staff members

 

 

EOE Employer:

The North Bellmore School District is an Equal Opportunity Employer and does not discriminate in its employment decisions and practices on the basis of legally protected classes in accordance with Federal and State law

Title: School Psychologist- On assignment as a Behavior Specialist  

 Pay scale: Based on the NBTA Contract   

Start Date: August 27, 2025 

Description: North Bellmore is seeking a Behavior Specialist will play a critical role in supporting students with behavioral, social-emotional, and academic needs. They will work collaboratively with teachers, staff, and families to develop and implement behavior plans and interventions tailored to individual students, as well as chair CSE meetings, conduct FBAs, create BIPs, and provide mandated counseling. The ideal candidate will bring a strong understanding of behavior management, data analysis, and evidence-based strategies to help students achieve success in the classroom.  The Behavior Specialist reports to the building principal(s) and the Director of Special Education and Student Support Services.    

   Expectations:   

   

• Develop, implement, and monitor individualized Behavior Intervention Plans (BIPs) for students based on data-driven assessments and functional behavior analyses (FBAs). 

• Provide direct support and coaching to teachers and staff on implementing behavior strategies and interventions in the classroom. 

• Collaborate with special education teachers, general education teachers, paraprofessionals, counselors, school psychologists, and administrators to address behavioral and social-emotional needs. 

• Conduct observations and functional assessments to identify the underlying causes of challenging behaviors and recommend effective interventions. 

• Develop and implement individualized behavior intervention plans 

• Provide direct behavioral support and coaching  

• Monitor student progress and adjust interventions as needed  

• Maintain detailed documentation of student behavioral data  

• Serve as a crisis intervention support specialist, including:  

• Responding promptly to acute physical, social, and emotional emergencies and implementing evidence-based de-escalation techniques 

• Conducting comprehensive risk assessments for students experiencing mental health crises 

• Developing and implementing individualized safety plans for at-risk students 

• Coordinating post-crisis follow-up care and monitoring student progress 

• Participating in and potentially leading the district crisis response team 

• Provide direct intervention and counseling to students on demand and/or in crisis situations  

• Chair Committee on Special Education (CSE) meetings, guiding educational planning teams through evaluation, eligibility determination, and service recommendations  

• Lead Section 504 accommodation meetings, ensuring appropriate accommodation for qualifying students  

• Facilitate collaborative problem-solving among multidisciplinary team members to develop effective student support plans 

• Provide specialized crisis management training to school staff on recognizing warning signs, initial response protocols, and appropriate referral procedures  

• Deliver parent training workshops on topics such as:  

• Conduct comprehensive psychoeducational evaluations using evidence-based assessment tools 

• Design, implement, and monitor behavior intervention plans for students with behavioral challenges 

• Contribute to the development and implementation of IEPs and 504 plans 

• Supporting children during difficult transitions 

• Recognizing signs of mental health concerns 

• Building resilience in children 

• Managing challenging behaviors at home 

• Understanding the special education process 

• Uphold legal requirements and IDEA regulations, NYSED Part 200 & 201, and Section 504 regulations   

• Support inclusive classroom environments and mainstreaming 

• Provide crisis intervention support as needed, including the development and implementation of crisis plans (CIPs). 

• Complete psychological evaluations and write integrated reports to be presented at CSE meetings  

• Conduct Early Intervention Team (EIT) Meetings with support staff and/or the building principal; collaborate actively on developing and implementing students’ IEPs; review and discuss student concerns, profiles, and progress with the EIT members  

• Develop detailed and thorough IEPs; monitor and assist providers with IEP writing, development, and implementation    

• Utilize ABA/BCBA principles to guide intervention strategies, data collection, and progress monitoring 

• Lead professional development sessions for staff on behavior management techniques, de-escalation strategies, and trauma-informed practices 

• Work with families to promote consistency between school and home in behavior management strategies 

• Maintain detailed and accurate documentation of assessments, interventions, and student progress 

• Ensure compliance with state and federal regulations related to special education and behavioral interventions  

• Collaborate with teachers, administrators, and parents  

• Excellent communication and interpersonal skills to collaborate with staff, families, and other stakeholders 

• Proficiency in collecting, analyzing, and interpreting behavioral data to inform decision-making 

• Perform other duties as assigned by the principal(s), Executive Director of Special Education and Student Support Services or their designee 

 

Requirements  

• Master's degree in Psychology, required 

• Valid Psychologist certification, required  

• Board Certified Behavior Analyst (BCBA) certification, preferred  

• Minimum 3 years’ experience working with elementary-aged students with behavioral challenges 

• Knowledge of iPad programming, preferred but not required    

• Excellent oral and written communication skills and the ability to communicate effectively with colleagues, parents, community members, and staff members   

      

Employment Term: This is a probationary position.   

    

EOE Employer: The North Bellmore School District is an Equal Opportunity Employer and does not discriminate in its employment decisions and practices on the basis of legally protected classes in accordance with Federal and State law.