2026-2027 PBIS Coordinator

PBIS Coordinator

Salary Range: $88,248-$162,858 (Commensurate with experience) Supervisor:
Director of Special Education Job Classification:
Exempt Contract Length: 12 months (260 days)

The PBIS Coordinator is a 12-month central-office position responsible for the coordination, implementation, and sustainability of Positive Behavioral Interventions and Supports (PBIS) across Petersburg City Public Schools. The PBIS Coordinator works with schools to strengthen Tier 1 (universal/school-wide) practices for all students and to scale up evidence-based Tier 2 (targeted group) interventions for students who need additional support, within a multi-tiered system of support (MTSS).

This role is non-evaluative, student-centered, and focused on supporting schools, leadership teams, and staff in serving both general education and special education students division-wide.

• Collaborates with school leadership teams to plan, implement, and sustain Tier 1 PBIS systems, including defining school-wide expectations, teaching routines, and consistent reinforcement practices for all students, including general education and special education students.
• Supports schools in analyzing discipline and behavior data to evaluate the effectiveness of Tier 1 PBIS implementation and to identify areas for refinement or additional training, with a focus on equitable outcomes for all learners.
• Coordinates and facilitates school-wide PBIS kick-offs, booster events, and celebrations that reinforce school-wide expectations and promote positive student behavior for both general education and special education students.
• Provides coaching and technical assistance to school staff in implementing evidence-based Tier 2 interventions (e.g., Check-In/Check-Out, small-group social-skills instruction, mentoring) for a targeted group of students who are at risk for or displaying persistent behavioral challenges.
• Works with building PBIS teams to identify students (across general education and special education) who may benefit from Tier 2 supports, monitor progress, and adjust interventions based on data, fidelity, and student outcomes.
• Supports the development and maintenance of data systems (e.g., SWIS, TFI, or similar tools) to track Tier 1 and Tier 2 implementation, outcomes, and student progress, ensuring student-centered, evidence-based decision-making division-wide.
• Facilitates and conducts professional development for administrators, teachers, and staff on Tier 1 and Tier 2 PBIS practices, classroom-wide behavior strategies, and data-based decision-making within MTSS, with explicit attention to inclusive practices for students with disabilities.
• Serves as a resource to schools in identifying and implementing evidence-based curricula, programs, and strategies that align with Tier 1 and Tier 2 PBIS expectations for both general education and special education students.
• Collaborates with the Office of Special Education and other central-office departments to ensure that PBIS systems are coordinated with MTSS, school improvement plans, and other behavioral and mental-health initiatives, with a focus on inclusive, equitable supports for all students.
• Supports schools in developing clear communication plans with families about PBIS expectations, recognition systems, and targeted supports (including Tier 2 interventions), ensuring that families of both general education and special education students understand and can support these efforts.
• Supports IEP and Section 504 teams in aligning PBIS expectations and Tier 2 interventions with individual student needs, when appropriate, while remaining a non-evaluative, consultative resource.
• Reviews PBIS and behavior data across the division to inform district-level decisions, identify professional development needs, and recommend improvements to Tier 1 and Tier 2 systems for all students.
• Maintains accurate records and documentation related to PBIS implementation, training activities, and student outcomes, consistent with division procedures and any applicable grant or reporting requirements, with a focus on evidence-based, student-centered practices.
• Performs other related duties as…