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Behavior Coordinator Jobs in Colorado (NOW HIRING)

Health Solutions West

Office Coordinator

Aspen, CO · On-site

$22.69 - $23.82/hr

Health Solutions West is the Western slope's largest behavioral health care organization, covering ... Office Coordinator Location: Aspen, CO A Cost-of-Living Adjustment (COLA) applies to onsite ...

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Behavior Coordinator information

What skills and qualifications are needed to be a behavior coordinator?

To thrive as a Behavior Coordinator, you need a strong background in behavioral science, psychology, or education, often supported by a relevant bachelor's or master's degree and experience in behavior intervention. Familiarity with behavioral assessment tools, data tracking systems, and sometimes certifications like Board Certified Behavior Analyst (BCBA) are typically required. Excellent communication, problem-solving, and conflict resolution skills help build effective relationships with students, staff, and families. These skills are crucial for designing and implementing successful behavior support plans that foster positive outcomes in educational or therapeutic settings.

What is the difference between Behavior Coordinator vs Behavior Technician?

AspectBehavior CoordinatorBehavior Technician
Required CredentialsTypically requires a bachelor's degree in psychology, education, or related field; often certified as a BCaBA or similarHigh school diploma or equivalent; often requires certification such as RBT
Work EnvironmentSupervises and develops behavior plans, collaborates with teams, and oversees program implementationWorks directly with clients, implementing behavior plans under supervision
Employer & Industry UsageUsed in clinics, schools, and behavioral health agenciesCommonly employed in ABA therapy settings, clinics, and schools

The main difference is that Behavior Coordinators develop and oversee behavior programs, requiring higher education and certifications, while Behavior Technicians focus on direct client support and implementation of plans under supervision.

What is a behavior coordinator?

Behavior Coordinators are professionals who work in educational, healthcare, or community settings to support individuals with behavioral challenges. They assess behavior, develop intervention plans, and collaborate with families, teachers, or staff to promote positive behavioral changes. Their goal is to create supportive environments and help individuals achieve greater success and independence. Behavior Coordinators often provide training and guidance to others and may collect data to monitor progress and adjust strategies as needed.

What challenges do behavior coordinators face when implementing behavior intervention plans, and how can they address them?

Behavior Coordinators often encounter challenges such as resistance from students, inconsistent implementation by staff, and limited resources. To address these issues, they collaborate closely with teachers and support staff to ensure consistent application of strategies, provide ongoing training and support, and regularly monitor and adjust intervention plans based on data. Establishing strong communication channels and fostering a team approach are key to overcoming these hurdles and promoting positive behavioral outcomes.
What are the most commonly searched types of Behavior jobs in Colorado? The most popular types of Behavior jobs in Colorado are:
What cities in Colorado are hiring for Behavior Coordinator jobs? Cities in Colorado with the most Behavior Coordinator job openings:
Behavior Coordinator jobs near you
Infographic showing various Behavior Coordinator job openings in Colorado as of August 2026, with employment types broken down into 1% As Needed, 72% Full Time, 24% Part Time, 1% Temporary, and 2% Contract. Highlights an 92% Physical, 3% Hybrid, and 5% Remote job distribution.

SpEd Paraprofessional - Behavior

Academy School District 20

Colorado Springs, CO • On-site

Full-time

Re-posted 24 days ago

Academy District 20 rating

7.5

Company rating: 7.5 out of 10

Based on 6 frontline employees who took The Breakroom Quiz

180th of 628 rated elementary and secondary schools

Job description

Location:
Frontier Elementary School
Recruiting Start Date:
08/03/2026
This posting will be open at least five (5) days after the recruiting start date.
Estimated Start Date:
08/13/2026
SpEd Paraprofessional - Behavior independently implements behavior programs as instructed by behavior coordinator and/or IEP team and models behavioral programming for staff members who work with students with behavior problems.
Note: This position addresses current student needs at the specified school. If the current program/school should experience a change in student needs, the individual filling this position may be required to change locations to another school where needs are demonstrated. This could occur at any time during the school year.
The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.
  • Reports consistently for work as scheduled
  • Performs other duties as assigned
  • Attains proficient or higher evaluations on established Performance Standards
  • Obtains and maintains certifications necessary to support students with special needs
  • Implements established student behavior plans in a neutral and professional manner
  • Provides assistance in behavior management, to include appropriate utilization of Nonviolent Crisis Intervention techniques
  • Performs direct observation of students in order to assist with functional behavioral assessment of students with behavioral problems
  • Collects, maintains, and charts behavioral data on students per established plan with behavior coordinator
  • Maintains regular communication with student's classroom teachers, special education team, counselors, and administrators, to identify changes/progress in behavioral interventions
  • Communicates issues regarding the physical setting of the student's school environment, to include the time-out area, to help ensure that it is appropriate for maximizing successful behavioral intervention for the student
  • Organizes and reports behavioral data for students receiving behavioral services at meetings with school staff and parents and in IEP team meetings
  • Informs appropriate school staff and/or behavior program coordinator of progress, changes, problems, materials needed, etc.
  • Assists staff members at school in performance of activities associated with student's behavior program when responsibility for behavioral programming is transferred to student's home school
  • Monitors/consults regarding established behavior programs that have been turned over to staff members at the student's school

Knowledge, Skills, and Abilities:
  • Ability to adapt to changing technologies and to learn functionality of new equipment and systems
  • Ability to communicate effectively verbally and in writing
  • Ability to create, access, input, retrieve, and manipulate information in various software systems
  • Ability to establish and maintain accurate record keeping, document management, and filing systems
  • Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
  • Ability to follow oral and written instructions
  • Ability to greet and interact with the public in a courteous and professional manner
  • Ability to maintain confidentiality
  • Ability to manage simultaneous demands and set clear priorities
  • Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
  • Ability to work independently without direct supervision
  • Commitment to the education of students as a primary responsibility
  • Communicates effectively with students and adults in a wide variety of settings
  • Computer proficiency including office productivity applications
  • Considerable knowledge of policies, procedures, and overall district functions
  • Demonstrated ability to manage simultaneous demands and set clear priorities
  • Demonstrated ability to work well with others in a team setting
  • Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
  • Demonstrates effective organizational and time management skills
  • Detail-oriented
  • Energetic, creative, innovative, flexible
  • Excellent cooperative, collaborative, and problem-solving skills
  • Knowledge of office methods and procedures
  • Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
  • Promotes a positive climate, culture, and community
  • Strong organizational, interpersonal, written, listening, and verbal communication skills
  • Student-centered and relationship-focused
  • Understanding of data privacy laws and their implications for the educational community
  • Willing to be trained to carry out delegated nursing practices
  • Willingness to participate in ongoing training as required

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.
  • The noise level in the work environment may alternate among quiet, moderate, and loud.
  • The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
  • The incumbent is required to work scheduled school/work hours and/or days.
  • The incumbent may be required to work extended school/work hours and/or days as directed.
  • Work is generally performed in the school setting but could include observing/monitoring at the bus stop, riding the bus while student is being transported, and/or instructional settings within the community or student's home during periods of transition.
  • The incumbent may experience exposure to high noise levels associated with a classroom environment.
  • The incumbent may experience the threat of direct or indirect personal harm, or conflict situations.
  • May occasionally experience verbal or physical threats from students.

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions
  • Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
  • Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
  • Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
  • Ability to meet the physical and self-help needs of students (toileting, feeding, dressing, and transfers)
  • Ability to physically restrain, following the guidelines of Nonviolent Crisis Intervention, an acting out student
  • Ability to physically escort a student to various locations (i.e., time-out area)
  • Ability to perform visual and auditory monitoring of student while in time-out/various locations
  • Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.
Required Qualifications:
High school graduate -high school diploma or equivalent
Preferred Qualifications:
Compensation Range:
$21.02-22.07
Scheduled Weekly Hours:
37.5
Hours per Day:
7.5 hour(s) per day
Number of Days per Year:
176 Days M-F
Benefits Eligibility:
Full-time - Regular
For more information on our benefits, please visit Employee Benefits | Academy District 20 (asd20.org).
FLSA Status:
United States of America (Non-Exempt)
How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:
  • A current resume

Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting
Hiring Manager Email:
julie.murray@asd20.org

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