Behavior Success Coach

Behavior Success Coach

Plan, coordinate, and provide systemic coaching to campuses on research-based Multi-Tiered Systems of Support (MTSS) for behavior. Using Safe and Civil Schools as the foundational framework, this position will evaluate campus-wide climate and individual classroom structures to implement proactive interventions. The goal is to build campus capacity to reduce behavior that interferes with learning through the creation of sustainable, data-driven behavior support systems.

Qualifications:

• Bachelor's degree
• Master's degree in special education, psychology, behavior analysis, social work, or counseling, preferred
• Background in trauma-informed research-based strategies and Applied Behavior Analysis or willingness to train with the district behavior team required
• Deep knowledge of Safe and Civil Schools (Foundations, CHAMPS, DSC) or willingness to become a district lead trainer.
• Required certification in one of the following:
  Valid Texas teaching certificate, Licensed Professional Counselor, Licensed Clinical Social Worker or other mental health licensure.

Special Knowledge/

Skills:

• Ability to coach adult learners and lead campus-based leadership teams.
• Knowledge of MTSS-Behavior tiers, including universal (Tier
  1), targeted (Tier
  2), and intensive (Tier
  3) supports.
• Proficiency in analyzing and graphing behavioral data (Referrals, Suspensions, Neutral/Positive Ratios) using Excel or Google Sheets.
• Expertise in classroom management and/or school-wide climate modules.
• Strong interpersonal skills to facilitate team problem-solving and conflict resolution.
• Knowledge of mental health and psycho-social development
• Crisis Prevention Training (CPI) and De-escalation

Experience:

• Three years of experience working with students in special education or who are at-risk

Major

Responsibilities and Duties:

• Systems Coaching & Implementation:
• Assist with the implementation of Safe and Civil Schools frameworks across assigned campuses to ensure a proactive and consistent approach to discipline.
• Collaborate with campus leadership to design and refine school-wide expectations, common area procedures, and referral charts.
• Facilitate campus MTSS-Behavior committee meetings to ensure a "continuum of support" is active and functional.
• Staff Development & Classroom Support:
• Conduct non-evaluative classroom observations and provide side-by-side coaching to teachers on structure and research-based strategies.
• Design and deliver professional development on social-emotional learning, de-escalation, and proactive classroom management.
• Model behavioral interventions and "re-teaching" strategies for staff.
• Data-Driven Decision Making:
• Assist campuses in collecting and interpreting behavioral data to identify areas of focus (locations, times of day, or specific student groups) needing intervention.
• Monitor the fidelity of implementation of behavior plans and school-wide systems to ensure long-term sustainability.
• Assist staff in the development and implementation of Behavior Intervention Plans (BIPs) and Functional Behavior Assessments (FBAs) for students.
• Participate in staffing and team problem-solving opportunities for students when necessary.
• Professionalism & Documentation:
• Maintain records of coaching sessions, campus fidelity walks, and staff training attendance.
• Stay current on state and federal regulations regarding discipline, special education, and student rights.
• Complete Functional Behavior Assessments in accordance with regulations and district policy and practice as requested and within timelines specified.
• Supervisory Responsibilities:
• As assigned by the Assistant Superintendent of Special Services and determined by department needs.

Working Conditions:

• Mental Demands/Physical Demands/Environmental Factors:
• Tools/Equipment Used:
  Special needs adaptive equipment; standard office equipment including computer and peripherals
• Posture:
  Frequent standing, sitting, kneeling/squatting, bending/stooping, pushing pulling, and twisting
• Motion:
  Frequent walking, grasping/squeezing, wrist flexion/extension
• Lifting:
  Regular heavy lifting (45 pounds or more) and position of students with physical disabilities; controlling behavior through physical restraint, assisting non-ambulatory students
• Environment:
  Exposure to biological hazards, bacteria, and communicable diseases; may require district-wide travel
• Mental Demands:
  Work with frequent interruptions;
  Maintain emotional control under stress; ability to navigate complex adult dynamics and "resistance to change" with empathy and persistence.
• Other:
  Follow district safety protocols and emergency procedures;
  Other duties as assigned.