Behavior Intervention Coach- ComprehensiveCoordinated Early Intervening Services (CCEISCEIS)

Full-Time and Permanent; 7.33 Hours/Day; 210 Days/Year; 10.5 Months/Year

*This is a grant-funded one year position*

Definition

The Behavior Intervention Coach (BIC) supports the implementation of the divisions Comprehensive Coordinated Early Intervening Services (CCEIS) plan by building the capacity of school-based staff to implement evidence-based behavioral practices within a Multi-Tiered System of Supports (MTSS) framework. This position is designed to reduce disciplinary disproportionality and reliance on exclusionary discipline through job-embedded coaching professional learning and data-driven problem solving.

The Behavior Intervention Coach works collaboratively with school administrators teachers student support staff and division leadership to strengthen Tier 1 and Tier 2 behavioral supports improve consistency in adult responses to student behavior and promote positive student outcomes. The role emphasizes adult learning culturally responsive practices and the implementation of preventative restorative and instructional approaches to behavior.

Work is performed under the direct supervision of the Executive Director of Learning SupportSpecial Education Services or designee (e.g. Senior Coordinator) with coordination throughdivisionMTSS leadership and building administrators.

Minimum Qualifications

Bachelors degree withsignificant experiencein behavior intervention instructional coaching or a related fieldrequired; Masters degree in education school counseling school psychology social work or a related field preferred.Experience working in K12 educational settings with a focus on behavior MTSS or school improvement required.Demonstrated experience providing professional development coaching or consultation to adults preferred.

Essential Functions of the Position: (May not include all duties performed)

• Spends a minimum of 60% of the workday engaged in job-embedded coaching aligned to the divisions MTSS coaching cycle (GoalPlanEngageReflect) including observation modeling feedback and reflective dialogue.

• Provides coaching to teachers administrators and school teams to strengthen implementation of Tier 1 behavioral practices including explicit expectations routines and active supervision.

• Supports implementation of the divisions Behavior Response Protocol to ensure consistent instructional responses to subjective behaviors prior to office referrals.

• Builds staff capacity to implement evidence-based behavioral practices including PBIS restorative practices culturally responsive classroom management and de-escalation strategies.

• Collaborateswith MTSS and school leadership teams to analyze discipline and behavioral data identify trends monitor progressand informequitabledecision-making.

• Supports implementation of standardized MTSS decision rules (e.g. Tier 2 entry progress monitoring and exit criteria) and guides staff in the use of disaggregated data to reduce disproportionality.

• Assiststeachers in developing and implementing proactive classroom management strategies to reduce disruptive behaviors and increase student engagement.

• Models effective instructional and behavioral practices in classroom settings to support adult learning and skill development.

• Facilitates professional learning aligned toidentifiedroot causes including inconsistent Tier 1 implementation variability in adult response and overuse of exclusionary discipline.

• Supports schools in increasing the use of preventative restorative and instructional responses in place of exclusionary discipline practices.

• Collaborateswith counselors social workers administrators and other staff to align behavioralsupportsacross Tier 1 and Tier 2 systems.

• Utilizes division coaching tools and fidelity measures (e.g. coaching logs observation rubrics walkthrough tools PBIS Tiered Fidelity Inventory) tomonitorimplementation and guide continuous improvement.

• Maintainsaccuratedocumentation of coaching activities implementation fidelity and progress monitoring data.

• Participates in division-level planning training and evaluation aligned to CCEIS goals and outcomes.

• Engages in ongoing professional learning related to coaching practices behavioralsupports and equity-focused education.

• Provides limited short-term direct student support only when necessary to model evidence-based practices reinforce staff implementation and support coaching cycles; direct service is not the primary function of the role.

• Participatesin research-based advanced de-escalation and restraint training.

• Performs other duties as assigned in alignment with the goals and requirements of the CCEIS grant program.

Required Knowledge Skills and Abilities

• Knowledge of local state and federal regulations related to school discipline Section 504 and the Individuals with Disabilities Education Act (IDEA).
• Knowledge of Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) frameworks.
• Knowledge of adult learning theory and instructional coaching practices including facilitation feedback and reflective dialogue.
• Knowledge of culturally responsive practices and their impact on student engagement and discipline outcomes.
• Knowledge of behavior intervention strategies de-escalation techniques and restorative practices.
• Ability to analyze and interpret student and school-level data to inform instructional and behavioral decisions.
• Ability to support implementation of data-based decision-making processes and standardized intervention protocols.
• Strong leadership interpersonal and communication skills to effectively coach and collaborate with adults.
• Abilitytocommunicateclearlyandconciselybothorallyandinwriting.
• Ability to build trust andmaintainpositive working relationships with administrators teachers staff and students.
• Ability tofacilitateprofessional learning and lead group training sessions.
• Ability to support implementation of change initiatives within a school setting.
• Ability tomaintainaccuratedocumentation and effectively use data systems.
• Proficiencyin the use of technology- includingvarious office and instructional technologyproficient in word processing/keyboarding standard Microsoft Office applications school student information and data systems Google applications andotheras needed.
• Commitment to equity and reducing disproportionality in student outcomes.
• Ability tomaintainconfidentiality.

Hazards

• Risksassociatedwithassisting movementorphysical interventionforstudents.
• Physical demands including walking lifting carrying and stair climbing.

Unusual Demands

• Requires travel to multiple school sites and access to reliable daily transportation.
• May require work outside of standard hours to support professional learning coaching and school-based initiatives.
• Work is restricted to activities directly aligned to the goals and requirements of the CCEIS grant program.