Site Coordinator InSchool Alternative Program ISA

The Site Coordinator serves as a dedicated, full-time behavioral specialist and academic liaison embedded within an in-school alternative program classroom. Designed for secondary students (Grades 6–12) who have violated the Student Manual or exhibit chronic classroom disruptions, this role focuses on de-escalation, restorative practices, character education, and maintaining academic continuity.

Rather than acting as a passive monitor, the Site Coordinator serves as a behavioral change agent delivering direct interventions, teaching prosocial replacement behaviors, and coordinating with school educators to ensure students remain parallel with their peers.

• De-Escalation and Crisis Management
  - Utilize low-arousal techniques, Nonviolent Crisis Intervention (CPI) principles, and trauma-informed approaches to de-escalate students in crisis.
• Functional Replacement Coaching
  - Identify the behavioral functions/triggers behind disruptions and teach Functionally Equivalent Replacement Behaviors (FERBs) using a Behavioral Skills Training (BST) model (Instruction to Modeling to Roleplay to Live Coaching).
• Restorative Frameworks
  - Facilitate restorative justice circles, affective communication dialogues, and 1-on-1 harm-analysis conferences between students, peers, and teachers prior to regular classroom re-entry.
• Character Education
  - Deliver daily 30-minute micro-modules centered on core values such as respect, responsibility, fairness, kindness, honesty, tolerance, conflict resolution, and forgiveness.

• Closed-Loop Workflows
  - Coordinate directly with core classroom teachers and Learning Management Systems (e.g., Schoology) to gather, supervise, and return daily assignments within a 24-hour window.
• Academic Continuity
  - Enforce zero-downtime study blocks, providing tutoring and scaffolded instruction so students do not experience learning gaps or lost credits during placement.
• Special Education and IEP Compliance
  - Collaborate with Special Education Resource Teachers, English Learner (EL) Specialists, and Alternative Placement Teams (APTs) to ensure 100% execution of accommodations and modifications mandated by IEP or 504 plans.

• Daily Behavioral Tracking
  - Maintain hourly behavioral point sheets, logging direct service minutes, skill mastery, and incident frequencies.
• Administrative Reporting
  - Compile weekly site-level progress packets and exit recommendations for building leadership (Principals, Assistant Principals, Deans).
• Wraparound and Family Engagement
  - Perform proactive family communications (at least two positive outreach contacts weekly) and participate in student intake/exit conferences.

Minimum Qualifications and Requirements

• Education - A bachelor's degree (or higher) in Education, Psychology, Social Work, or a related human services/behavioral science discipline.
• Experience
  - Minimum of three (3) years of verifiable professional experience working directly with behaviorally challenged youth in middle or high school educational settings.
• Licensure and Credentials
  - Must possess or obtain a valid Delaware Department of Education (DDOE) permit via DEEDS (e.g., Substitute Permit, Para educator/Behavior Intervention Permit, or relevant credential) prior to campus placement.
• Statutory Safety Clearances
  • Clean Federal (FBI) and Delaware State Police fingerprinted criminal background check.
  • Clear screening report on the Delaware Child Protection Registry (DSCYF).
  • Valid, documented negative Tuberculosis (PPD) clearance.
• Core Competencies
  - Proficiency in Learning Management Systems (Schoology/Google/Microsoft), strong verbal de-escalation skills, and foundational knowledge of CASEL/SEL competencies.
• Working Hours and Schedule
  • Workdays
    - Follows the annual K–12 academic school calendar (Monday through Friday) during student instructional days.
  • Shift Hours
    - Approximately 7.5 hours per student day (matching standard site bell schedules).
  • Punctuality Expectation
    - On-site presence is required prior to the morning bell to check in, review daily student rosters, synchronize learning materials, and manage early-morning student intakes.
  • Professional Development Days
    - Attendance at designated district or agency professional development (PD) training sessions, professional learning communities (PLCs), and pre-service institutes as scheduled throughout the school year.