Behavior Coach

ROCKFORD PUBLIC SCHOOL DISTRICT Job Description Job Title: Behavior Coach Job Code: 9322 Department: Multi-Tiered Systems of Support Supervisor: Executive Director of Multi-Tiered Systems of Support Date: March 20, 2023 FLSA Status: Exempt PURPOSE OF THE POSITION: To provide consultation, behavior analytics services and training to building/educational teams regarding positive behavioral supports to establish a safe learning environment in order to align with the implementation of the districtwide (quadrant) Multi-Tiered Systems of Support (MTSS) for students. SUPERVISORY RESPONSIBILITIES: Certified and non-certified staff as designated by Executive Director of MTSS DUTIES AND RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. In addition to the requirements listed below, regular attendance is an essential function of this position. Ensures that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives, and parameters found in the Board's strategic plan. Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job. Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment. Provides consultation services to staff for individual and whole-class behavior, learning strategies, and interventions. Supports individuals/teams with collecting and analyzing relevant information and data to consult with the MTSS Tier II/III team concerning student programming and appropriate interventions support. Assesses progress of implementation efforts and assist with resource mapping for systemic change. Works with school level teams to enhance their MTSS implementation process around social-emotional and behavior supports for students. Assists in collecting data, conducting functional behavior assessments, analyzing data, and facilitating team completion of behavior intervention plans when necessary. In collaboration with the Executive Director of MTSS, schedules and facilitates quadrant level MTSS teams to build continuous improvement within the MTSS structures. This includes Behavior Intervention Specialists. Provides monthly intervention data reports to the Quadrant level District MTSS Team and Executive Director of MTSS to identify needs for additional training/support; evaluates the process in order to make changes and/or recommendations to the district team. This includes monitoring input/outputs and outcomes by role that support the building MTSS process. In collaboration with the Executive Director of MTSS, regularly monitors and supports the Behavior Intervention Specialist in completing and implementing Registered Behavior Technician training and strategies. Provides recommendations based on evidence-based practice and in accordance with district initiatives and the Behavior Analytics Certification Board ethical guidelines. Models interventions and coach staff on implementation of specific strategies as it relates to social-emotional, behavior and trauma-informed practices that support student needs. Trains staff on methodologies, strategies, and resources for working with students presenting behavioral. social-emotional and/or trauma challenges. Follows up with staff regarding implementation of instructional strategies for students presenting behavioral challenges. Provides professional learning activities in collaboration and consultation with school level teams. QUALIFICATIONS: Minimum of a bachelor's degree from an accredited college/university. Must hold an Illinois Professional Educator License, preferred endorsement in special education, mental health, social work, and/or psychology. Board Certified Behavior Analyst (BCBA) preferred, but not required- program opportunities will be offered through RPS 205 to secure BCBA certification. At least 5 years of successful educational experience in an elementary, middle, or high school setting. KNOWLEDGE, SKILLS AND ABILITIES: Ability to demonstrate qualities aligned to our core values of Character, Communication, Collaboration and Continuous Improvement. Familiarity with classroom-based strategies related to managing and addressing behavior concerns. Knowledge of research and practices related to school wide behavior support, including applied behavior analysis, and the ability to use a variety of observational and interviewing skills. Knowledge of techniques needed to successfully complete effective Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs). Experience in trauma informed care as well as working with students with disabilities. WORK CALENDAR: 9 Months WORKING CONDITIONS: Moderate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work. OTHER: This job description describes duties and responsibilities which are representative of the nature and level of work assigned to the position. The identified duties and responsibilities are intended only as illustrations of the various types of work that may be performed. The omission of specific duties does not exclude them from the position. The job description does not constitute an employment agreement between the school district and employee and is subject to change by the school district as the needs of the school district and requirements of the job change. Physical Aspects of the Position 1. - Climbing - Ascending or descending ladders, stairs, scaffolding ramps, poles and the like, using feet and legs and/or hands and arms. Body agility is emphasized. 2. - Balancing - Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces. 3. X Stooping - Bending body downward and forward by bending spine at the waist. 4. X Kneeling - Bending legs at knee to come to a rest on knee or knees. 5. X Crouching - Bending the body downward and forward by bending leg and spine. 6. - Crawling - Moving about on hands and knees or hands and feet. 7. - Reaching - Extending hand(s) and arm(s) in any direction. 8. X Standing - Particularly for sustained periods of time. 9. X Walking - Moving about on foot to accomplish tasks, particularly for long distances. 10. - Pushing - using upper extremities to press against something with steady force order to thrust forward, downward or outward. 11. - Pulling - Using upper extremities to exert force in order to draw, drag, haul or tug objects in a sustained motion. 12. - Lifting - Raising objects from a lower to a higher position or moving objects horizontally from position to position. This factor is important if it occurs to a considerable degree and required the substantial use of upper extremities and back muscles. 13. X Finger use - Picking, pinching, typing or otherwise working, primarily with the fingers rather than the whole hand or arm as in handling. 14. X Grasping - Applying pressure to an object with the fingers or palm. 15. X Talking - Expressing or exchanging ideas by means of spoken word. Those activities in which you must convey detailed or spoken instructions to other workers accurately, loudly or quickly. 16. X Hearing - Perceiving the nature of sounds. Ability to receive detailed information through oral communication, and to make fine discriminations in sounds such as when making fine adjustments on machinery. 17. - Repetitive Motions - Substantial movements (motions) of the wrist, hands, and/or fingers. The Physical Requirements of the Position 1. - Sedentary Work - Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, push, pull or otherwise move objects, including the human body. Sedentary Work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. 2. X Light Work - Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rate for Light Work. 3. - Medium Work - Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. 4. - Heavy Work - Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects. 5. - Very Heavy Work - Exerting in excess of 100 pounds of force occasionally, and/or in excess of 50 pounds of force frequently, and/or in excess of 20 pounds of force constantly to move objects. The visual acuity requirements including color, depth perception and field of vision 1. X Machine Operations - inspection, close assembly, clerical, administration. This is a minimum standard for use with those whose work deals largely with preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading, or visual inspection. 2. - Mechanics - Skilled tradespeople - This is a minimum standard for use with those whose work deals with machines such as power tools, lathes, and drills. 3. - Mobile Equipment - This is a minimum standard for use with those who operate cars, trucks, forklifts, cranes, and high equipment. 4. - Other - This is a minimum standard based on the criteria of accuracy and neatness of work for janitors, sweepers, etc. The Conditions the Worker will be subject to in this position 1. X The worker is subject to inside environment conditions. 2 . click apply for full job details