Job Description

Purpose and Scope:

The essential function of the position within the organization is to assist in the prevention and intervention of disruptive and at-risk behavior of students by facilitating behavioral services to students and educational staff. This role centers on proactive prevention and targeted intervention, involving direct behavioral support for students and close collaboration with families and school personnel. A key aspect includes equipping teachers with effective classroom management techniques, as well as ensuring students in In-School Suspension (ISS) or behavioral support programs maintain their academic growth and cultivate positive behaviors.

Position is year-round with benefits. Work schedule is Monday-Friday with extra hours potentially required on weekends and/or evenings depending on caseload needs. This is an on-site role requiring consistent access to transportation to and between campuses, conducting home visits, and attending stakeholder meetings. Travel the first year is expected around Memphis with possible limited travel to Little Rock. Subsequent years will include more travel to the Little Rock area.

Essential Job Functions:

• Develops, implements, monitors, and adjusts individualized Behavior Support Plans (BSPs) to address student needs.
• Participates in multidisciplinary team meetings (e.g., IEP, RTI) to support individualized student planning.
• Conducts and monitors Functional Behavior Assessments (FBAs) to inform the creation and implementation of Behavior Intervention Plans (BIPs).
• Provides direct intervention and support, including crisis response and de-escalation techniques, for students with emotional or behavioral challenges.
• Delivers professional development and support to teachers of students with emotional/behavioral disabilities, focusing on strengthening classroom management through positive behavior support, verbal de-escalation, and education on mental health and medical management; collaborates with specialists to provide comprehensive assistance to school personnel.
• Collaborates with school leadership, teachers, and support staff to design and implement behavior support systems.
• Conducts observations of referred students within the classroom/school setting to analyze disruptive or unusual behavior; recommends and supports the implementation of environmental modifications and direct interventions as needed.
• Collects and analyzes behavioral and academic data to guide the development, implementation and monitoring of effective intervention strategies and support plans.
• Establishes and maintains partnerships with external agencies and contracted service providers to enhance the delivery of social, emotional, and behavioral support for students.
• Responds to crisis situations in a safe and caring manner.
• Maintains accurate documentation, including behavior plans, interventions, progress reports, and required administrative records.
• Attends or conducts staff or other professional meetings to exchange information; attends professional classes, workshops or conferences to improve professional skills and maintain certifications as required.
• Performs other duties as assigned or directed.

KEY PERFORMANCE INDICATORS:

Year 1:

• Each campus with have at least 1 partnership with an external agency or contracted service provider that enhances the delivery of social, emotional, or behavioral support for students
• In conjunction with the data team, data tools and dashboards are built for school site and network level teams that enable monitoring and support to identify trends and training needs
• 100 percent of students referred for services will have an observation cycle started within two weeks
• 100 percent of school site staff members will receive 2-3 professional development sessions annually on strengthening classroom management techniques/PBIS/de-escalation/or mental health supports
• 100 percent of teachers report receiving effective training on supporting students
• 75 percent of administrators agree the data demonstrates that the agreed upon supports for students are appropriate and resulting in a reduction in disruptive behaviors
• 100 percent of FBAs and resulting BIPs are driven by data and progress monitoring

Ongoing:

• Each campus with have 2-4 partnerships with external agencies and contracted service providers that enhance the delivery of social, emotional, or behavioral support for students
• 100 of ISS programs or behavioral support program observations indicate strong positive behavioral practices aligned to student needs
• Year over year reduction in the number of students needing BIPs through the use of proactive prevention and effective teacher training on targeted interventions
• 100 percent of teacher professional development is scaffolded and reflects alignment to student data
• 100 percent of teachers for students with a BIP will receive training and support within two weeks of deployment and rate via survey that they are adequately supported on execution
• 100 percent of students referred for support will be observed using a well-developed and codified system of observation focused on data that allows for a streamlined rollout of supports that is well understood by all stakeholders
• 100 percent of administrators can fully articulate the behavioral supports in place, both the preventative proactive steps as well as the targeted interventions for students on their campus

Qualifications

Education:

Bachelor’s degree in education, psychology, social work, special education, counseling, or a related field required; Master’s degree preferred.

Experience:

• Minimum two years working with students with behavioral challenges in a school or similar setting.
• Board Certified Behavior Analyst (BCBA) or other relevant certification preferred.
• Strong knowledge of behavior management principles, FBAs, BIPs, and trauma-informed practices.
• Excellent communication, collaboration, and problem-solving skills.
• Ability to build positive relationships with students, staff, and families.
• Proficiency in data collection and analysis to inform and improve behavioral strategies.
• Experience working with platforms such as Power School, Google Suite, Microsoft Word, and Excel preferred.
• Perform data analysis; read a variety of manuals/policies, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions.
• Operate common office machines and software and office methods and practices.
• Schedule activities and/or meetings; gather, collate, and/or classify data; and use basic, job-related equipment.
• Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods.
• Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize specific, job-related equipment. Some problem solving may be required to identify issues and select action plans. Problem solving with data may require independent interpretation; and problem solving with equipment is limited.
• Specific ability-based competencies required to satisfactorily perform the functions of the job include: being attentive to detail; communicating with diverse groups; working under time constraints; maintaining confidentiality and working with frequent interruptions.
• Commitment to IOTA’s mission, beliefs, and values
• Ability to self-direct and prioritize among competing goals, initiate process improvements, exhibit flexibility, and drive results

Additional Information

The position will support multiple school sites and will require some travel to recruitment events or support students. Compensation for this position is $55,000-$65,000 annually based on experience.

IOTA Community Schools is actively looking to build an experienced and diverse team. IOTA Community Schools does not discriminate in the administration of its policies and programs on the basis of race, color, national or ethnic origin, age, sex or gender, gender identity and/or expression (including a transgender identity), sexual orientation, military or veteran status, genetic information, religion or religious creed, disability or handicap, or any other characteristic protected under applicable federal, state or local law.