Restorative Practice Specialist

Job Title: Restorative Practice Specialist

Reports to: Executive Director of Special Programs

Dept./School: Education Center

Wage/Hour Status: Exempt

Pay Grade: Instructional 3 205 days

Funding: SCE/IDEA-B

Date Revised: 07/17/2026

Primary Purpose:

To effect positive social emotional behavioral and neurodevelopmental changes in students with behavioral challenges by supporting and coaching staff to improve overall behavior proficiency providing supportive interventions to families and working to provide a continuum of support to students in the GenEd setting.

Qualifications:

Education/Certification:

Masters degree

AND one of the following:

Requires certification as a Board Certified Behavior Analyst (BCBA) Licensed Professional Counselor (LPC) Social Worker (LMSW LCSW LMSW-AP) LPC-Associate School Counselor or similar certification in a related field with behavior intervention experience

Special Knowledge/Skills:

Thorough knowledge of behavioral interventions and strategies

Excellent organizational communication and interpersonal skills

Ability to instruct students and manage their behavior

Ability to provide compassionate care to students and families

Flexibility to a continuously changing environment

Experience:

Three years teaching counseling social work and/or behavior intervention experience preferred

Major Responsibilities and Duties:

Program Management:

1. Support the implementation of Tier 2 and Tier 3 positive behavior interventions and supports within assigned schools.
2. Develop a caseload of students (based on campus referrals and the highest student needs) for solution-focused brief counseling services focused on behavioral intervention techniques.
3. Monitor students throughout Tier 2 and Tier 3 interventions services.
4. Communicate with families as needed to aid in a students positive behavioral interventions and support plan.
5. Assist teachers in developing function-based behavior plans for students.
6. Coordinate with campus staff to adjust existing behavior plans for students as needed.
7. Work with school-level teams and staff to implement and utilize universal screening protocols to identify students with delays in neurodevelopment social emotional or behavioral functioning.
8. Work with school-level teams and staff to implement evidence-based interventions to effect positive social emotional behavioral and neurodevelopmental changes in students.
9. Provide coaching to staff to support the implementation and fidelity of function-based behavior plans.
10. Coordinate with the MTSS Chair at assigned schools.
11. Conduct workshops and trainings in classroom management techniques relationship-building strategies de-escalation techniques and other topics for the purpose of developing behavior proficiency of staff.
12. Provide behavioral support and oversight within assigned schools.
13. Conduct home visits with school staff to provide support to families regarding the social emotional behavioral and neurodevelopmental functioning of students as needed.
14. Provide support to students in the general education classroom setting for an assigned period of time.

Consultation:

1. Help students and others utilize special programs and services.
2. Develop relationships with other guidance and counseling staff.
3. Promote WFISD programs to students parents administrators counselors teachers and the community.
4. Recruit and collaborate with community agencies as a resource to meet student parent campus and district needs.

Assessment:

• Participate in planning and evaluation of behavioral and/or mental health assessments.

• Consult with other providers on assessment results and student needs after placements or evaluations (with proper approvals).

Administration:

1. Comply with policies established by federal and state law State Board of Education rule and board policy in the guidance and counseling area.
2. Comply with all district and campus routines and regulations.
3. Maintain a positive and effective relationship with supervisors.
4. Communicate effectively with colleagues students and parents.

Professional:

1. Model behavior that is professional ethical and responsible.
2. Participate in professional development to improve skills related to job assignment.
3. Attend professional workshops and staff development opportunities.
4. Attend district PLCs department and professional development meetings as required.
5. Regular attendance.

Other

Other Duties as Assigned.

Supervisory Responsibilities:

None.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain control under stress. Frequent prolonged and irregular hours. Frequent districtwide travel.

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The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Equal Opportunity Employer: Applicants for all positions are considered without regard to race color sex (including pregnancy) national origin religion age disability genetic information veteran or military status or any other legally protected status. Additionally the district does not discriminate against an applicant who acts to oppose such discrimination or participates in the investigation of a complaint related to a discriminating employment practice.

The district Title IX Coordinator isJennifer Spurgers Director of HR 1104 Broad St. Wichita Falls TX 76307

Questions regarding posted positions should be addressed to Human Resources .

Required Experience:

IC