The Coordinator of Special Education - Behavior provides district-level leadership, coordination, and support in the development, implementation, and monitoring of positive behavioral systems and interventions designed to improve student outcomes.
The Coordinator of Special Education - Behavior works collaboratively with district administrators, building leaders, teachers, related service providers, students, and families to build staff capacity and ensure the implementation of research-based behavioral practices.
The Coordinator of Special Education - Behavior will provide consultation, coaching, professional development, and direct support related to student behavior needs across the district. This position will support the development and implementation of Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), crisis prevention practices, and data-driven behavioral decision making.
The Coordinator of Special Education - Behavior will serve as a district resource for behavior systems, student support planning, and staff development while collaborating with teams to ensure students receive appropriate behavioral interventions and supports within their least restrictive environment.
Job Qualifications:
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Valid Indiana special education teaching license or related credential appropriate for the position (including but not limited to BCBA, Administrative License, Director of Exceptional Learners, or related behavioral certification).
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Administrative licensure and experience preferred
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Minimum of 3-5 years of experience supporting students with behavioral needs, including experience with positive behavior supports, behavior intervention systems,
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Functional Behavior Assessments, Behavior Intervention Plans, and evidence-based interventions.
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Demonstrated ability to collaborate effectively with administrators, teachers, families, and multidisciplinary teams to develop and implement behavior support systems.
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Strong understanding of special education law, federal and state regulations, and compliance requirements related to student behavior programming.
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Proven ability to analyze behavioral data and utilize information to develop, monitor, and adjust intervention plans and district systems.
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Demonstrated ability to provide coaching, modeling, and professional development to support educators in implementing effective behavioral strategies.
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Strong organizational, communication, interpersonal, and technology skills.
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Ability to maintain confidentiality regarding student records and educational information.
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Successful completion of required criminal history background checks.
Job Description:
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Provide district-level leadership and support in the development, implementation, and monitoring of positive behavioral intervention systems.
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Lead and support the development and implementation of Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), and individualized behavior supports for students.
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Collaborate with building administrators, special education staff, general education teachers, and related service providers to identify student needs and develop appropriate behavioral interventions.
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Provide consultation and coaching through classroom observations, student observations, staff meetings, modeling, problem-solving, and ongoing follow-up support.
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Support Tier 2 and Tier 3 behavioral interventions through collaboration with MTSS teams, problem-solving teams, case conference committees, and other student support teams.
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Analyze discipline and behavioral data to identify trends, support decision-making, and develop strategies to improve student outcomes and reduce disproportionality.
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Assist teams in developing proactive classroom management systems and implementing research-based behavioral strategies.
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Provide direct support to students through individual, small group, and whole group behavioral instruction and intervention when appropriate.
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Support the reintegration of students following disciplinary removals through restorative practices, intervention planning, staff collaboration, and behavioral supports.
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Provide professional development and training for district staff related to positive behavior supports, behavior management systems, crisis prevention practices, and evidence-based interventions.
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Serve as the district lead for Crisis Prevention Intervention (CPI) / crisis response training and support.
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Provide oversight, coordination, and support for contracted behavior interventionists or behavioral support personnel assigned within the district.
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Collaborate with evaluation teams and special education teams regarding students with behavioral needs.
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Support staff understanding and implementation of accommodations, modifications, and specially designed instruction related to behavioral needs.
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Maintain current knowledge of evidence-based behavioral practices, special education regulations, and emerging trends in behavioral supports.
Collaboration and District Support Responsibilities:
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Promote positive working relationships between students, families, teachers, administrators, and district personnel.
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Serve as a resource to school personnel regarding behavioral programming, intervention strategies, and compliance requirements.
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Support building teams in creating consistent behavioral expectations and systems across learning environments.
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Participate in professional development opportunities to remain current with research-based behavioral practices.
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Maintain accurate documentation and records related to student support, interventions, and professional responsibilities.
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Perform additional duties and responsibilities as assigned by the Director of Special Education.
