Intensive Behavior Support Coach (2026-2027 School Year)

About the role

The Intensive Behavior Support Coach collaborates with building principals, educators, and staff to support student behavior. This role focuses on developing and implementing behavior interventions, de-escalating students, and working with staff in tracking data of students both behaviorally and academically.

Responsibilities

• Aid in developing and implementing a proactive and positive approach to behavior management, including oversight of functional behavioral assessments and individual behavior plans as needed.
• Support students with disabilities in accessing a variety of activities that promote their leadership, physical, emotional, social, and educational growth in the least restrictive environment.
• Build and sustain partnerships with families, related service providers, general education staff, and community partners to ensure collaboration among a multidisciplinary team.
• Support standards of student conduct and respond to students in crisis when appropriate.
• Demonstrate a strong foundation in positive behavior supports.
• Design and implement multi-faceted behavior interventions based on data.
• Work with the various support systems available in the school and community.
• Understand and follow district policies and guidelines when dealing with violations of the student code of conduct.
• Understand and work with Special Education regulations including the Least Restrictive Behavior Intervention.
• Possess excellent interpersonal skills and the ability to handle emotionally charged situations.
• Coach others to apply effective behavior management techniques.
• Model and review clear and concise classroom structure, rules, routines, procedures, and expectations individualized to student need.

Additional Duties

Assists in additional duties as assigned by supervisor.

Equipment

This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, and scanners. Must always comply with WPS guidelines for equipment use.

Travel

Travel between schools and central offices may be required.

Physical And Mental Demands

Must be able to walk long distances, respond rapidly in emergency situations, stand for long periods of time, bend, twist, balance, stoop, climb steps, reach overhead, lift, push, pull up to 20 pounds or more with assistance, work five days a week, up to seven hours or more per day, or as assigned.

Knowledge, Skills, And Abilities

• Knowledge of public school operations.
• Ability to deal with confidential matters.
• Ability to work effectively and cooperatively with people from diverse ethnic and educational backgrounds.
• Ability to listen, be organized, detail oriented, and be a self-starter.
• Ability to effectively communicate both orally and in writing with a wide range of audiences inside and outside of the organization for the purpose of giving and obtaining information.
• An advanced understanding of special education law governing IEP development, implementation, service structure, disciplinary procedures for students with disabilities.
• Advanced computer proficiency and the ability to effectively use Microsoft Word, Outlook, and advanced skills in Synergy which will be determined and validated by testing.
• Use of good judgment to make decisions on a wide range of spontaneously occurring special education program issues.
• Ability to analyze unique situations and generate problem-solving responses with existing staff and resources.
• Display a significant degree of professionalism and confidentiality.
• Ability to conform to proper standards of professional dress and appearance.
• Knowledge of company's mission, purpose, goals, and the role of every employee in achieving each of them.

Qualifications

• A current KS teaching license AND special education endorsement required for Kansas categorical aide OR KS social work license.
• Three plus years of special education teaching service experience is required.

FLSA Status

Exempt