Exceptional Children Behavior Coach For The 2024-2025 School Year

POSITION TITLE: Behavior Coach REPORTS TO: Director of Exceptional Children BEGINNING DATE: Open Until Filled

NATURE OF WORK:

To provide behavior analysis and behavior management plans for special education students enrolled in educational programs; to provide support and professional learning to administrators, school site staff, and parents/guardians in appropriate behavior intervention techniques. To support district-wide special education staff as well as general education teachers and administrators in the provision of behavioral supports and services designed to assist students with autism spectrum disorders and/or behavior challenges in the Least Restrictive Environment (LRE).

KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED:

• Working knowledge of the NC Standard Course of Study, Occupational Course of Study, and the Extended Content Standards. Working knowledge of federal law regarding IDEA and services for student with disabilities and its impact on public education

• Working knowledge of the laws, protocols, and practices related to special education students in a K-12 public school setting

• Working knowledge of instructional, behavioral, sensory, and environmental strategies for supporting students with Autism in the Least Restrictive Environment (TEACCH, ABA, PBIS strategies/interventions)

• Working knowledge of ECATS

• Ability to survey, compile, facilitate, and deliver research-based and high-quality professional development in strict alignment with the district improvement plan to train teachers in the correct use of research-based curriculum and positive behavior supports in the classroom setting

• Ability to answer questions regarding IEP process or curriculum in IEP meetings as needed

• Ability to participate and manage high level crisis situations utilizing Non-violent Crisis Interventions

• Ability to assist students transitioning from alternative to regular school programs as needed

• Ability to work with students who exhibit inappropriate behaviors and provide support and training for staff who work with such students

• Ability to effectively engage in the problem-solving process

• Ability to constantly monitor the safety and well-being of students, particularly when student is in a crisis situation.

• Collaborate with school staff and administrators to support Behavior Intervention/Support Plans, and provide information related to Manifestation Determinations Reviews as requested.

• Ability to support school staff and administrators to gather, compile and interpret data for effective implementation of behavior and academic support plans.

• Ability to use and model research-based classroom management and individualized behavioral interventions

• Ability to communicate clearly in oral and written forms

• Ability to establish and maintain working relationships with school personnel, parents and the community.

EDUCATION AND TRAINING:

• Valid North Carolina Licensure as Special Education Teacher

• Knowledge of Positive Behavior Interventions and Supports (PBIS) is preferred.

• Knowledge and ability to implement physical management training required.

TERM OF EMPLOYMENT: 10 months

SALARY: State Certified Teacher Salary Schedule

FLSA Status: Exempt

PERFORMANCE RESPONSIBILITIES:

• Follow all rules, policies, and procedures for the Onslow County Schools.

• Have knowledge of and follow all state and federal regulations.

• Provide professional development on researched-based instructional and behavioral practices.

• Observe classrooms settings, collect data and provide research-based strategies/interventions in the areas of physical structure, communication plans, visual supports, behavioral strategies, instructional strategies, data collection, etc.

• Model strategies and interventions for classroom teachers in the areas of physical structure, communication plans, visual supports, behavioral strategies, instructional strategies, data collection, etc.

• Model lessons with proven, research-based best teaching practices and per teacher/administrator request or student need.

• Provide direct services to teachers through observations and coaching sessions for the development of adaptive skills and replacement of undesirable student behaviors.

• Assist teachers in identifying trends of behaviors that negatively impact classroom instruction.

• Assist teachers in completing self-assessments related to classroom management effectiveness.

• Locate and evaluate resources for classroom management and positive behavior support to be utilized by instructional staff.

• Collaborate with support teams in providing assistance in implementing behavioral services, inclusive of data collection, designing behavioral programs and monitoring behavioral plans and making recommendations to support student progress.

• Develop materials and provide training and support to staff: Environmental, Behavioral Support, Classroom Intervention, Behavioral/Classroom Management, Social Skill, Autism Awareness, Autism Supports, ABA strategies, TEACCH, etc.

• Work with students who exhibit inappropriate behaviors (i.e. aggressive, assaultive, socially inappropriate, self-injurious behaviors) and provide support and modeling for staff who work with these students.

• Maintain appropriate records, assist and provide guidance for teachers and other staff in the implementation of behavioral interventions.

• Work cooperatively with special education administrators, school psychologists, social workers and special education teachers in developing FBA/BIP procedures and paperwork.

• Perform other duties as assigned to support ongoing operations of the Department of Exceptional Children and individual school.

PHYSICAL REQUIREMENTS:

• Ability to be physically active, which includes, but is not limited to, standing, pushing, pulling, squatting, bending, sitting, and walking, including repetitive motions.

• Ability to stand in excess of 6 hours.

• Ability to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc.

• Ability to exert physical effort necessary to frequently or constantly lift, carry, push, pull, toilet, transfer, diaper and feed assigned students or otherwise move objects.

• Ability to physically perform behavioral strategies as outlined in a Crisis Intervention Program.

• Ability to exert up to 80 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or a negligible amount of force constantly to move objects and/or students.

• Ability to lift moderate to heavy weight (60 to 100 pounds).

• Must be able to facilitate the evacuation of students during emergency situations and/or drills.

• Ability to visually, auditorily, and physically monitor student performance and conduct.

• Ability to communicate clearly and concisely, both orally and in writing.

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Onslow County Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities.

EOE