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Job Title: Behavior Success Coach                                   Wage/Hour Status:  Exempt
Reports To: Director/Coordinator Special Services           Pay Grade:         AP 4 187 days 
Dept./School: Assigned Campuses                                   Date Revised:     03/2026

Primary Purpose: 
Plan, coordinate, and provide systemic coaching to campuses on research-based Multi-Tiered Systems of Support (MTSS) for behavior. Using Safe and Civil Schools as the foundational framework, this position will evaluate campus-wide climate and individual classroom structures to implement proactive interventions. The goal is to build campus capacity to reduce behavior that interferes with learning through the creation of sustainable, data-driven behavior support systems.

Qualifications:

Education:
    Bachelor's degree 
    Master's degree in special education, psychology, behavior analysis, social work, or counseling, preferred
    Background in trauma-informed research-based strategies and Applied Behavior Analysis or willingness to train with the district behavior team required
    Deep knowledge of Safe and Civil Schools (Foundations, CHAMPS, DSC) or willingness to become a district lead trainer.
    Required certification in one of the following: Valid Texas teaching certificate, Licensed Professional Counselor, Licensed Clinical Social Worker or other mental health licensure.

Special Knowledge/Skills:
    Ability to coach adult learners and lead campus-based leadership teams.
    Knowledge of MTSS-Behavior tiers, including universal (Tier 1), targeted (Tier 2), and intensive (Tier 3) supports.
    Proficiency in analyzing and graphing behavioral data (Referrals, Suspensions, Neutral/Positive Ratios) using Excel or Google Sheets.
    Expertise in classroom management and/or school-wide climate modules.
    Strong interpersonal skills to facilitate team problem-solving and conflict resolution.
    Knowledge of mental health and psycho-social development
    Crisis Prevention Training (CPI) and De-escalation

Experience:
    Three years of experience working with students in special education or who are at-risk

Major Responsibilities and Duties:

Systems Coaching & Implementation:
1.    Assist with the implementation of Safe and Civil Schools frameworks across assigned campuses to ensure a proactive and consistent approach to discipline. 
2.    Collaborate with campus leadership to design and refine school-wide expectations, common area procedures, and referral charts.
3.    Facilitate campus MTSS-Behavior committee meetings to ensure a "continuum of support" is active and functional.

Staff Development & Classroom Support:
4.    Conduct non-evaluative classroom observations and provide side-by-side coaching to teachers on structure and research-based strategies.
5.    Design and deliver professional development on social-emotional learning, de-escalation, and proactive classroom management.
6.    Model behavioral interventions and "re-teaching" strategies for staff.

Data-Driven Decision Making:
7.    Assist campuses in collecting and interpreting behavioral data to identify areas of focus (locations, times of day, or specific student groups) needing intervention.
8.    Monitor the fidelity of implementation of behavior plans and school-wide systems to ensure long-term sustainability.
9.    Assist staff in the development and implementation of Behavior Intervention Plans (BIPs) and Functional Behavior Assessments (FBAs) for students.
10.    Participate in staffing and team problem-solving opportunities for students when necessary.

Professionalism & Documentation:
11.    Maintain records of coaching sessions, campus fidelity walks, and staff training attendance.
12.    Stay current on state and federal regulations regarding discipline, special education, and student rights.
13.    Complete Functional Behavior Assessments in accordance with regulations and district policy and practice as requested and within timelines specified.

Supervisory Responsibilities:  
As assigned by the Assistant Superintendent of Special Services and determined by department needs.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:    

Tools/Equipment Used: Special needs adaptive equipment; standard office equipment including computer and peripherals
Posture: Frequent standing, sitting, kneeling/squatting, bending/stooping, pushing pulling, and twisting
Motion: Frequent walking, grasping/squeezing, wrist flexion/extension
Lifting: Regular heavy lifting (45 pounds or more) and position of students with physical disabilities; controlling behavior through physical restraint, assisting non-ambulatory students 
Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require district-wide travel
Mental Demands: Work with frequent interruptions; Maintain emotional control under stress; ability to navigate complex adult dynamics and "resistance to change" with empathy and persistence.
Other:  Follow district safety protocols and emergency procedures; Other duties as assigned.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. The Administration has the exclusive right to alter this job.

Employee: ____________________________________________________________
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Signature of Employee: __________________________________________________
 

Date: _________________________________________________________________

Approved by: Sara Roland                    Date: March 6, 2026  

Reviewed by: Dr. Tamy Smalskas                Date:  March 6, 2026