MIDDLETOWN PUBLIC SCHOOLS
Mission Statement:
Middletown Public Schools cultivates the brilliance in each student.
Values and Belief Statements:
Empowerment: Middletown Public Schools empowers its students with the knowledge
and skills to create lives brimming with purpose, passion and fulfillment.
Community: Middletown Public Schools harnesses the power of community by
fostering an environment of mutual understanding and appreciation.
Growth: Middletown Public Schools encourages a culture of growth and exploration,
inspiring lifelong learners.
Authenticity: Middletown Public Schools embraces each person’s authenticity and
cultivates an inclusive culture that brings about a sense of belonging.
K–5 Tier III Behavioral Intervention Program Coordinator
*Open to MFT ONLY. Applications must be received no later than 4:00 p.m. on Friday July 17, 2026. *
Location: District Elementary Schools
Reports To: Chief Academic Officer & Director of Special Education and Pupil Services
Broad Function:
The Coordinator of Tier III Behavioral Interventions provides leadership, oversight, and coordination of the district's K–5 Tier III Behavioral Intervention Program, serving multiple elementary schools. The coordinator ensures the effective implementation of a Cognitive Behavioral Therapy (CBT)-based framework integrated with Applied Behavior Analysis (ABA) principles to support students with intensive behavioral and social-emotional needs.
The coordinator oversees program implementation, supervises staff, monitors data, provides professional learning, and collaborates with school-based teams to improve behavioral, academic, and social-emotional outcomes. The coordinator ensures that all interventions align with the district's Multi-Tiered System of Supports (MTSS), IDEA requirements, and evidence-based behavioral practices.
Essential Responsibilities:
Program Leadership
Lead the implementation of the K–5 Tier III Behavioral Intervention Program across assigned elementary schools.
Develop, implement, and continuously refine program procedures and operational protocols.
Ensure fidelity to the district's CBT-based behavioral intervention model.
Maintain consistency of practices across all program sites.
Coordinate annual program evaluation and continuous improvement efforts.
Prepare reports and recommendations for district leadership and the Board of Education.
Student Support and Intervention Oversight
Coordinate the referral and intake process for Tier III behavioral services.
Review behavioral, attendance, academic, and intervention data to determine program eligibility.
Participate in MTSS,SATs, PPT, and school intervention team meetings as appropriate.
Ensure interventions are individualized and aligned with Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), IEPs, and Section 504 plans.
Monitor student progress and adjust interventions using data-based decision-making.
Support transition planning for students returning to less restrictive settings.
Staff Supervision and Coaching
Provide supervision, coaching, and support for program staff, including:
Registered Behavior Technicians (RBTs)
School Social Workers assigned to the program
Other behavioral intervention staff as assigned
Responsibilities include:
Conducting regular supervision meetings
Monitoring implementation fidelity
Providing coaching and performance feedback
Supporting professional growth
Coordinating schedules and service delivery
Behavioral Systems Leadership
Ensure Functional Behavior Assessments are completed with fidelity.
Monitor implementation of Behavior Intervention Plans.
Develop district behavioral protocols and intervention resources.
Support implementation of evidence-based behavior interventions.
Promote trauma-informed and culturally responsive behavioral practices.
Coordinate crisis prevention and de-escalation planning with school administrators.
Professional Learning
Plan and deliver professional development in areas including:
Cognitive Behavioral Therapy (CBT)
Applied Behavior Analysis (ABA)
Trauma-informed practices
Behavioral de-escalation
Restorative practices
Social-emotional learning (SEL)
Classroom behavior supports
Data collection and progress monitoring
Functional Behavior Assessments and Behavior Intervention Plans
Provide ongoing coaching to teachers, administrators, and support staff.
Family and Community Engagement
Develop partnerships with families to support student success.
Coordinate parent meetings throughout the intervention.
Provide families with behavioral strategies and resources.
Facilitate consistent home-school communication.
Collaborate with outside agencies and community providers when appropriate.
Data Management and Program Evaluation
Develop and maintain systems for collecting and analyzing program data, including:
Office discipline referrals
Suspensions
Attendance
Classroom engagement
Academic performance
Behavior frequency, duration, and intensity
Social-emotional screening data
Progress-monitoring measures
Fidelity of implementation
Analyze trends and prepare quarterly and annual reports demonstrating program effectiveness.
Collaboration
Collaborate with:
Building Principals
Special Education Supervisors
MTSS Teams
School Psychologists
School Social Workers
BCBAs
RBTs
Teachers
Related Service Providers
Families
Community agencies
Serve as the district behavioral liaison across elementary schools.
Qualifications and Experience:
Required:
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Master's degree in School Psychology, School Social Work, Educational Leadership, Applied Behavior Analysis, or a related field.
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Minimum of five years of successful experience working with students demonstrating intensive behavioral needs.
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Experience supervising staff.
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Knowledge of IDEA, Section 504, MTSS, PBIS, Functional Behavior Assessments, and Behavior Intervention Plans.
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Experience analyzing behavioral and academic data.
Preferred:
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Experience in Restorative practice and trauma responsive training
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Training in Cognitive Behavioral Therapy.
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Experience with trauma-informed practices.
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Experience implementing restorative practices.
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Experience leading district-wide behavioral initiatives.
Knowledge, Skills and Abilities:
The successful candidate will demonstrate the ability to:
Lead systems-level behavioral programming.
Analyze complex behavioral and academic data.
Supervise multidisciplinary teams.
Build collaborative relationships with educators and families.
Deliver high-quality professional learning.
Develop evidence-based behavioral interventions.
Manage multiple school sites simultaneously.
Promote equitable and culturally responsive practices.
Communicate effectively with diverse stakeholders.
Maintain confidentiality and professionalism.
Performance Indicators
Success in this position will be measured by:
Reduction in office discipline referrals
Reduction in suspensions and exclusions
Increased instructional time for participating students
Improved student self-regulation
Improved classroom engagement
Successful reintegration into general education settings
Reduced referrals to intensive district programs and out-of-district placements
High fidelity implementation of CBT and ABA intervention practices
Positive family engagement and satisfaction
Improved school climate indicators
Vision of Success
The Coordinator of Tier III Behavioral Interventions will build a sustainable, district-wide behavioral support system that provides intensive, evidence-based interventions for students with significant behavioral needs while strengthening educator capacity, supporting families, and increasing equitable access to learning. Through leadership, coaching, data-driven decision-making, and collaborative problem-solving, the coordinator will ensure that students develop the behavioral, emotional, and self-regulation skills necessary to succeed in the least restrictive educational environment.
Only qualified applicants will be contacted.
STATEMENT OF NON-DISCRIMINATION The Middletown Board of Education is an affirmative action/equal opportunity employer, and it does not discriminate on the basis of race, color, religious creed, age, marital status, military or veteran status, national origin, ancestry, alienage, sex, gender identity or expression, sexual orientation, disability or pregnancy in any of its education programs, activities, or employment policies. All educational programs and offerings, including vocational education and extracurricular activities, subscribe to this policy.
