26/27 SY Behavior Coach

About the role

To work in a partnership with students, staff, parents and the community in accordance with the district’s vision and mission to promote student achievement.

Responsibilities

• Train staff in effective behavioral intervention strategies for students in general and special education settings.
• Designs supporting coherent instruction and curriculum to promote socially acceptable behavior.
• Organizes physical space and resources in relationship to classroom management.
• Supports staff in the development and implementation of Functional Behavioral Assessments (FBA) and Behavioral Intervention Plans (BIP).
• Aids the IEP team in the development and implementation of an individual intervention plan that supports the IEP goals and objectives.
• Aids staff in the planning, modeling, and development of behavioral strategies.
• Observes student behaviors in the classroom, provides written input regarding interventions, and monitors progress of students and staff.
• Aids staff in collecting, analyzing, and interpreting behavioral data.
• Ensures opportunities are provided for students with emotional behavioral difficulties to practice appropriate social skills in a structured setting.
• Provides parent information regarding behavioral interventions.
• Participates in the Teacher Assistant Team (TAT) process, when appropriate.
• Facilitates parental involvement in the evaluation of children for special education, when appropriate.
• Accesses and coordinates community resources.
• Acts as a liaison between families, schools, and community agencies.
• Establishes and maintains good rapport with students, employees, community members, and vendors.
• Maintains a high level of ethical behavior and confidentiality.
• Performs other job-related duties as assigned.

Requirements

• Bachelor's Degree (BA) in Social Work, Counseling, Psychology, Behavioral Science, Applied Behavior Analysis or a related field OR Bachelor's degree (BA) in education/special education with five (5) years of working with students with behavioral and emotional disabilities OR a Master's degree (MA) education/special education with three (3) years of working with students with behavioral and emotional disabilities.
• Bilingual, Spanish and English preferred.
• Obtain and maintain a valid Arizona Identity Verified Prints (IVP) Fingerprint Clearance Card (AZ IVP FPCC).

Skills

• Applying reason to research and solving moderately complex issues with little or no assistance.
• Interpreting an assortment of instructions furnished in variable forms.
• Maintaining and updating documentation.
• Organizing and maintaining records, files, and program information.
• Gathering data, analyzing findings, and applying logic and reason.
• Authoring and preparing original reports, documents, and presentations.
• Researching industry trends, solutions, and best practices.
• Maintaining confidentiality.
• Utilizing a computer and relevant software applications.
• Utilizing communication and interpersonal skills as applied to interaction with coworkers, supervisors, the general public, and others to sufficiently exchange or convey information and to receive work direction.

Education/Certification

• Bachelor's Degree (BA) in Social Work, Counseling, Psychology, Behavioral Science, Applied Behavior Analysis or a related field OR Bachelor's degree (BA) in education/special education with five (5) years of working with students with behavioral and emotional disabilities OR a Master's degree (MA) education/special education with three (3) years of working with students with behavioral and emotional disabilities.
• Bilingual, Spanish and English preferred.
• Obtain and maintain a valid Arizona Identity Verified Prints (IVP) Fingerprint Clearance Card (AZ IVP FPCC).

Knowledge

• Reading and interpreting general documents such as employee handbooks and safety/training manuals.
• Writing general correspondence and speaking effectively with others.
• Adding, subtracting, multiplying, and dividing in all units of measure using whole numbers, common fractions, and decimals.
• Basic principles and applications of critical thinking and analysis.
• Best practices, trends, and emerging technologies.

Other Requirements

• Positions in this class require: stooping, crouching, reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.
• Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects.

Work Conditions

Work is routinely performed in an indoor classroom environment.