Engagement, Regulation, and Assistive Technology Coach

Engagement Regulation and Assistive Technology Coach

Kent ISD

Full time 200days per year

Non-UnionProfessional Grade 7

Broad Statement of Responsibilities:

The Engagement Regulation and Assistive Technology Coach provides systems-level coaching consultation and technical expertise to strengthen school teams capacity to design environments routines and supports that promote student access regulation and meaningful participation.

This role seeks an imaginative self-motivated and student-focused educator who approaches their work with curiosity humility and a deep commitment to student learning and growth. The position is informed by occupational therapy perspectives and other related disciplines with a primary focus on Assistive Technology (AT) decision-making implementation and management of the AT lending library. The coach supports teams in the thoughtful consideration trial and use of tools that remove barriers to participation across educational environments.

The coach works collaboratively with educators related service providers and instructional leadersbringing a participation-centered lens to shared problem-solvingto identify barriers to access; select and trial AT tools; and embed universal and individualized supports within daily instructional routines. This role is grounded in the belief that both students and adults can effectively use technology to enhance engagement independence and educational outcomes when provided with appropriate tools training and support.

The position emphasizes adult learning professional growth and sustainable systems rather than direct student service. By supporting staff in designing environments and routines aligned with neuro-affirming trauma-assumed and inclusive practices the Engagement Regulation and Assistive Technology Coach helps ensure studentsparticularly those with high support needscan engage communicate and participate as independently as possible in the least restrictive environment.

Job Qualifications Required:

1. Masters degree in Occupational Therapy Special Education Assistive Technology Speech-Language Pathology Educational Technology or a related field required.
2. Demonstrated expertise in Assistive Technology decision-making including tool selection trials implementation planning and support for both universal and individualized use.
3. Comfort working with and supporting an Assistive Technology lending library including inventory management device setup troubleshooting maintenance and providing recommendations for collection development preferred.
4. Strong understanding of how environmental design routines tools and instructional practices influence student access engagement and participation.
5. Demonstrated understanding of nervous system states and regulation with the ability to guide teams in integrating regulation supports into behavior and instructional strategies so that student behavior is addressed through access environmental design and co regulation rather than reactive or punitive responses.
6. Demonstrated ability to coach and collaborate with educators paraprofessionals and related service providers through side-by-side support modeling and reflective feedback.
7. Knowledge of Universal Design for Learning (UDL) and the integration of AT within instructional routines.
8. Ability to analyze data related to engagement access participation and regulation to inform instructional and environmental planning.
9. Experience collaborating with multidisciplinary teams including educators therapists and instructional leaders to support inclusive and student-centered practices.
10. Strong commitment to neuro-affirming trauma-assumed and inclusive educational practices with an emphasis on student autonomy and least restrictive environments.
11. Excellent interpersonal organizational and communication skills including the ability to build trusting relationships and support adult learning.
12. Working knowledge of IDEA MARSE and related regulations as they relate to Assistive Technology and access to instruction.
13. Experience collaborating with behavior specialists or supporting function-based planning is preferred; this role does not function as a primary behavior intervention position.
14. Training related to regulation safety or de-escalation frameworks (e.g. CPI Safety Care Ukeru) is beneficial but not required.

Duties and Responsibilities:

Coaching and Implementation Support-

1. Provide direct side-by-side coaching to educators paraprofessionals and related service providers to strengthen the implementation of proactive instructional and participation-focused supports that promote student access engagement and regulation.
2. Co-develop coaching plans with staff teams that include goal setting modeling data review and reflective feedback aligned with student-centered outcomes including Assistive Technology (AT) implementation and Universal Design for Learning (UDL) integration.
3. Support staff in embedding individualized engagement access and regulation supports within the broader instructional environment.
4. Partner with staff to co-design strategies that use AT to promote student regulation self-advocacy communication and meaningful participation in learning.

Collaboration and Consultation-

1. Consult with local districts regional and center-based programs to support the implementation of engagement regulation and access supports within a Multi-Tiered System of Supports (MTSS).
2. Support student-centered IEP processes by guiding staff in developing meaningful participation- and access-focused goals and engaging in Least Restrictive Environment (LRE) decision-making.
3. Respond to coaching referrals and requests in collaboration with internal ISD teams including instructional related service and specialized support staff.

Professional Learning and Leadership-

1. Design and facilitate adult learning experiences at the county district and building levels to enhance implementation of Assistive Technology as well as supports for engagement and regulation across learning environments.
2. Maintain and manage Assistive Technology equipment and lending library resources including device setup troubleshooting maintenance and inventory coordination.
3. Provide sustained follow-up coaching and technical assistance to promote integration of new tools and strategies into everyday practice.
4. Serve as a county-level leader in Assistive Technology selection setup and implementation strategies supporting both universal and individualized use.
5. Build staff capacity to analyze and use data related to student engagement access participation and regulation drawing from multiple sources (e.g. classroom observations IEP data AT trials) to inform planning and decision-making.
6. Share evidence-based resources and frameworks aligned with neuro-affirming trauma-assumed and inclusive practices.

Systems Alignment and Compliance-

1. Support the development of school and district systems that promote inclusive values-aligned engagement and access practices.
2. Attend relevant local regional and state meetings as assigned.
3. Ensure alignment with IDEA MARSE and Kent ISD policies related to Assistive Technology access to instruction and inclusive educational practices.
4. Perform other duties as directed by the supervisor.

Please note: This is a systems-level coaching position. The Engagement Regulation and Assistive Technology Coach does not directly serve individual students but supports the adults and systems around them.

The above is intended to describe the general content of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of duties responsibilities or requirements. To perform this job successfully an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the School Board may be considered. The requirements listed above are representative of the knowledge skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

Benefits: Robust benefit package includes full medical dental and vision insurance; generous paid sick andpersonal days; State of Michigan School Employment retirement program

Salary: Grade 7 Steps 1-5 $76928-$83269 per year

Please note due to the large number of applications we are unable to attend to e-mail or telephone inquiries on application status.

The final candidate for this position will be required (at their cost) to furnish Kent Intermediate School District with a current Michigan State Police and FBI criminal records LiveScan check prior to our recommendation to hire.

It is the policy of the Kent ISD School Board that no student staff member or candidate for any position in the District shall be discriminated against on the basis of race color national origin creed ancestry age gender/sex sexual orientation marital status height weight veteran status political belief or physical/mental disability which does not impair their ability to perform adequately in the individuals particular position or activity excluded from participation in denied the benefit of or to be subjected to discrimination in any program or activity for which the Kent ISD School Board is responsible for or receives financial assistance from the U.S. Department of Education. The Coordinator for Title IX Section 504 the Age Discrimination Act and Title II is: Dave Rodgers Assistant Superintendent of Human Resources