Reset Center Coordinator (Grades: 9-12)

Job Description - Reset Center Coordinator (Grades: 9-12) (RTP20260622-013) SUMMARY: The redesigned center is an alternative for students requiring behavioral supports. This program incorporates intervention strategies that teach students more appropriate ways to deal with their behaviors and decision‑making processes. These strategies include increased self‑control, SEL, restorative practices, problem‑solving skills and replacement behavior supports. Students are also provided time for academic assignments, which allows them to stay up with their regular class work. The Reset Coordinator will use classroom management strategies, staff support, counselors, and verbal skills that provide the environmental supports needed to maintain consistency, respect and support for students. The goal of the program is to provide the interventions necessary to have students return to their classrooms with completed assignments, a positive plan of action and acquire new skills to avoid inappropriate behaviors. The coordinator must be able to effectively communicate in oral and written format and be able to solve problems. The coordinator should have knowledge of mental health conditions and appropriate interventions and be able to respond in a calm and organized manner.

MAJOR RESPONSIBILITIES :

Oversees center and supervises students referred to the center. Establish high standards and expectations for all students to accept responsibility for behavior. Maintain an atmosphere in which students are expected to participate and stay engaged in appropriate activities. Lead students in activities to promote their physical, mental and social development and their school readiness Confer with students individually and/or in groups to modify unacceptable behavior and emphasize positive skills. Coordinate individualized and small group instruction to adapt the curriculum to the needs of pupils. Provide academic instructional assistance and encouragement to students, while organizing class time to provide a balanced program of instructional support, demonstration, work time and assessment. Implement lesson plans that fulfill the requirements of District’s curriculum program and show written evidence of preparation. Provide a nurturing, supportive and positive classroom climate that encourages student responsibility, using positive motivation, clear classroom routines, challenging instructional strategies, restorative practices, SEL, and other effective classroom management techniques. Identify student needs and make appropriate referrals and develop strategies for individual education plans inside the center as well as in regular educational setting. Keep accurate records of student attendance, behavior, and progress, and document all student and parent contact and session notes. Collects data required by program and assists with reporting on a timely basis. Attend and participate in staff development and training sessions as well as serve as a trainer for campus staff on behavior management and SEL strategies. Clarify the purpose, goals and policies of the center for teachers, parents and volunteers. Ensure the safety of all students, notifying the administration of any unsafe conditions, following established procedures. Work with classroom teachers, administrative staff, general school staff, and parents to tailor services for students’ specific needs including, successful completion of academic assignments, behavioral intervention, parent contact, and individual and group support. Consult with teachers daily and make appropriate reports regarding student progress and assignments. Provides on‑site check‑ins and interventions to prevent crisis and responds when situations arise in the school day. Collaborates and coordinates with SEL partners and attends collaboration and coordination meetings. Embraces and supports the staff in implementing the philosophy of Trauma Informed Care. Exercise authority in problems relating to students; provide guidance and discipline plan. Coordinate short‑term and crisis, individual, and group counseling for referred students or groups of students. Assist school staff members with intervention strategies and techniques regarding discipline problems. Provide referral information to students and families regarding in‑district and out‑of‑district resources. As a part of the campus leadership team, assist in developing the campus behavior management plan, including leading sessions on what an effective behavior management plan entails Work with the campus community liaison, or campus parent point of contact, to ensure familiesare aware of the resources available to them and their student The Reset Center Coordinator must be an active participant in the Student Support Team (SST) Work with the campus counselor to ensure that students needing to recover credits are enrolled in credit recovery programs Design and deliver campus‑based training that incorporates the campus culture, climate, and vision and mission Lead a campus coalition to ensure student behavior needs are met Work closely with Campus Behavior Coordinator to address campus concerns related to off track behaviors and ensure all staff are working as a team to change behaviors Identify and set goals related to positive interventions and increase in positive behaviors Performs all other tasks and duties as assigned. SUPERVISORY RESPONSIBILITIES: None The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities, and management reserves the right to revise the job description or require that other responsibilities be performed when the job changes. Additionally, the minimum level of education notated as a requirement could be supplemented by commensurate experience and/or certification(s) or license(s) as determined by the hiring manager.

PHYSICAL DEMANDS :

While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel objects, tools, or controls; and talk or hear. The employee frequently is required to reach with hands and arms. The employee is occasionally required to stand and walk. The employee must routinely lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, and color vision.

WORK ENVIRONMENT :

The noise level in the work environment is usually moderate.

QUALIFICATIONS

Bachelor’s Degree in related field; LMSW or LCSW preferred Two years’ experience working with students in an urban environment Demonstrated knowledge of procedures for assessing emotional, and behavioral functioning for educational purposes Demonstrated competence in consultation skills, family system intervention, crisis intervention, and the referral process Demonstrated competence in crisis management Demonstrated knowledge of core content courses, MTSS processes, positive behavior classroom discipline/management, and implementing of Dallas ISD Student Code of Conduct Proven experience in working with children with social and emotional learning needs Knowledge of youth development strategies Ability to motivate youth and handle behavior problems Ability to work with youth and families from a variety of backgrounds Proven ability to work independently and as a contributor to a working team Exceptional interpersonal skills in addition to strong verbal and written communication abilities #J-18808-Ljbffr Dallas Independent School District