Behavior Intervention Coach- Comprehensive/Coordinated Early Intervening Services (CCEIS/CEIS)

Behavior Intervention Coach

Full-Time and Permanent; 7.33 Hours/Day; 210 Days/Year; 10.5 Months/Year

*This is a grant-funded, one year position*

The Behavior Intervention Coach (BIC) supports the implementation of the division's Comprehensive Coordinated Early Intervening Services (CCEIS) plan by building the capacity of school-based staff to implement evidence-based behavioral practices within a Multi-Tiered System of Supports (MTSS) framework. This position is designed to reduce disciplinary disproportionality and reliance on exclusionary discipline through job-embedded coaching, professional learning, and data-driven problem solving.

The Behavior Intervention Coach works collaboratively with school administrators, teachers, student support staff, and division leadership to strengthen Tier 1 and Tier 2 behavioral supports, improve consistency in adult responses to student behavior, and promote positive student outcomes. The role emphasizes adult learning, culturally responsive practices, and the implementation of preventative, restorative, and instructional approaches to behavior.

Work is performed under the direct supervision of the Executive Director of Learning Support–Special Education Services or designee (e.g., Senior Coordinator), with coordination through division MTSS leadership and building administrators.

Bachelor's degree with significant experience in behavior intervention, instructional coaching, or a related field required; Master's degree in education, school counseling, school psychology, social work, or a related field preferred. Experience working in K–12 educational settings with a focus on behavior, MTSS, or school improvement required. Demonstrated experience providing professional development, coaching, or consultation to adults preferred.

Essential Functions of the Position:

• Spends a minimum of 60% of the workday engaged in job-embedded coaching aligned to the division's MTSS coaching cycle (Goal–Plan–Engage–Reflect), including observation, modeling, feedback, and reflective dialogue.
• Provides coaching to teachers, administrators, and school teams to strengthen implementation of Tier 1 behavioral practices, including explicit expectations, routines, and active supervision.
• Supports implementation of the division's Behavior Response Protocol to ensure consistent, instructional responses to subjective behaviors prior to office referrals.
• Builds staff capacity to implement evidence-based behavioral practices, including PBIS, restorative practices, culturally responsive classroom management, and de-escalation strategies.
• Collaborates with MTSS and school leadership teams to analyze discipline and behavioral data, identify trends, monitor progress, and inform equitable decision-making.
• Supports implementation of standardized MTSS decision rules (e.g., Tier 2 entry, progress monitoring, and exit criteria) and guides staff in the use of disaggregated data to reduce disproportionality.
• Assists teachers in developing and implementing proactive classroom management strategies to reduce disruptive behaviors and increase student engagement.
• Models effective instructional and behavioral practices in classroom settings to support adult learning and skill development.
• Facilitates professional learning aligned to identified root causes, including inconsistent Tier 1 implementation, variability in adult response, and overuse of exclusionary discipline.
• Supports schools in increasing the use of preventative, restorative, and instructional responses in place of exclusionary discipline practices.
• Collaborates with counselors, social workers, administrators, and other staff to align behavioral supports across Tier 1 and Tier 2 systems.
• Utilizes division coaching tools and fidelity measures (e.g., coaching logs, observation rubrics, walkthrough tools, PBIS Tiered Fidelity Inventory) to monitor implementation and guide continuous improvement.
• Maintains accurate documentation of coaching activities, implementation fidelity, and progress monitoring data.
• Participates in division-level planning, training, and evaluation aligned to CCEIS goals and outcomes.
• Engages in ongoing professional learning related to coaching practices, behavioral supports, and equity-focused education.
• Provides limited, short-term direct student support only when necessary to model evidence-based practices, reinforce staff implementation, and support coaching cycles; direct service is not the primary function of the role.
• Participates in research-based advanced de-escalation and restraint training.
• Performs other duties as assigned in alignment with the goals and requirements of the CCEIS grant program.

Required Knowledge, Skills and Abilities:

• Knowledge of local, state, and federal regulations related to school discipline, Section 504, and the Individuals with Disabilities Education Act (IDEA).
• Knowledge of Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) frameworks.
• Knowledge of adult learning theory and instructional coaching practices, including facilitation, feedback, and reflective dialogue.
• Knowledge of culturally responsive practices and their impact on student engagement and discipline outcomes.
• Knowledge of behavior intervention strategies, de-escalation techniques, and restorative practices.
• Ability to analyze and interpret student and school-level data to inform instructional and behavioral decisions.
• Ability to support implementation of data-based decision-making processes and standardized intervention protocols.
• Strong leadership, interpersonal, and communication skills to effectively coach and collaborate with adults.
• Ability to communicate clearly and concisely, both orally and in writing.
• Ability to build trust and maintain positive working relationships with administrators, teachers, staff, and students.
• Ability to facilitate professional learning and lead group training sessions.
• Ability to support implementation of change initiatives within a school setting.
• Ability to maintain accurate documentation and effectively use data systems.
• Proficiency in the use of technology- including various office and instructional technology, proficient in word processing/keyboarding, standard Microsoft Office applications, school student information and data systems, Google applications, and other as needed.
• Commitment to equity and reducing disproportionality in student outcomes.
• Ability to maintain confidentiality.

Hazards:

• Risks associated with assisting, movement, or physical intervention for students.
• Physical demands including walking, lifting, carrying, and stair climbing.

Unusual Demands:

• Requires travel to multiple school sites and access to reliable daily transportation.
• May require work outside of standard hours to support professional learning, coaching, and school-based initiatives.
• Work is restricted to activities directly aligned to the goals and requirements of the CCEIS grant program.