Behavioral and Low Incidence Classroom Coach EPO

AZTEC MUNICIPAL SCHOOL DISTRICT

Job Description

Behavioral Intervention/Low Incidence Classroom Coach

Job Summary: 

The Behavioral Intervention/Low Incidence Classroom Coach supports the development and implementation of behavioral supports district-wide. This role is responsible for leading the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) process, providing on-site coaching to educators in general and special education settings, and delivering targeted support to low incidence classrooms. The coach promotes evidence-based behavioral practices and actively participates in professional development to remain current in the field.

Reports To: Director of Exceptional Programs 

 Qualifications: 

1. NM Teaching License
2. Evidence of Leadership Ability
3. Demonstrate effective Communication Skills
4. Demonstrate positive public relation skills and the ability to work with multiple organizations
5. Demonstrate efficient organization skills
6. Three years related experience
7. Ability to work with a diverse community 
8. Ability to perform essential job functions
9. Ability to perform job task requirements
10. Ability to inspire and motivate others throughout the school district
11. Encourage, seek and accept feedback from supervisor and peers
12. Model high standards of integrity
13. Must complete a fingerprint background check

Desired Qualifications:

1. Knowledge of IDEA Regulations;
2. Willingness to learn and follow current case law;
3. Ability to demonstrate broad knowledge of school systems' functioning, educational law, curriculum and instruction, classroom and behavior management, models for working with diverse populations, including students with disabilities and models for school-based practice
4. Familiarity and Experience with Data Driven Instructional Practices and Professional Learning Communities.

Essential Job duties: 

• Lead and facilitate the Functional Behavior Assessment (FBA) process across all schools
• Develop, write, and support the implementation of Behavior Intervention Plans (BIPs)
• Collaborate with IEP teams, families, and service providers to align BIPs with student needs
• Monitor and analyze BIP effectiveness and adjust as needed using data-driven decision-making

• Provide site-based behavioral coaching to general and special education teachers
• Model evidence-based behavioral strategies in the classroom setting
• Offer ongoing support for the implementation of positive behavioral interventions
• Collaborate with school staff to build capacity in managing challenging behaviors

• Provide direct coaching and support to teachers in low incidence classrooms (e.g., self-contained, autism support, intellectual disabilities)
• Assist with classroom structure, environmental supports, and visual strategies
• Help teams develop individualized programming to meet diverse learner needs
• Support paraprofessional training in collaboration with classroom teachers

• Attend ongoing professional development to stay current with behavioral and instructional best practices
• Share learning with colleagues through in-district training, workshops, or coaching cycles
• Participate in multi-disciplinary team meetings and collaborate with related service providers
• Maintain knowledge of state and federal special education guidelines relevant to behavior support

Supervisory Responsibilities: 

Provide feedback and assistance to administrators regarding special education teachers. 

Confidentiality: 

Due to the sensitive nature of this position and access to student records the highest degree of confidentiality is required. 

Qualification Requirements: 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above and below are representative of the knowledge, skill, and/or ability required, but not all inclusive. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions. 

Education and/or Experience: 

Please see Qualifications 

Communication and Language Skills: 

• Ability to read, analyze and interpret technical procedures and governmental regulations   
• Ability to effectively present information and respond to questions from staff, peers and community 
• Ability to read and understand product labels, policies and follow verbal or demonstrated instructions 
• Ability to explain simple directions and copy data from one form to another  
• Ability to complete form letters, answer routine correspondence and compose correspondence independently   
• Ability to prepare complex reports and documents as required  
• Ability to speak at meetings and before groups in an articulate manner using prepared materials and on a spontaneous basis 

Mathematical and Calculation Skills:   

• Ability to work with basic mathematical concepts 
• Ability to use fractions, decimals, and percentages 
• Ability to use statistics  
• Ability to use graphs 

Other Skills and Abilities:   

• Ability to establish and maintain effective working relationships with staff, peers and community 
• Ability to communicate clearly and concisely   
• Ability to use computers and other technology to accomplish job responsibilities   
• Ability to perform tasks quickly and efficiently 
• Ability to work around congested areas   
• Ability to work a flexible work schedule around job responsibilities 

Analytical and Reasoning Ability    

• Ability to define problems, collect data, establish facts and draw valid conclusions   
• Ability to interpret a variety of technical instructions in written, verbal or diagram form, and deal with abstract variables 
• Ability to accurately interpret behaviors and nonverbal communication and act on decisions  

Physical Attributes

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  While performing the duties of this job the employee is frequently required to stand, walk, talk or hear, and use hands to finger, handle, type or feel.  The employee may occasionally sit, climb or balance, stoop, kneel, crouch, or crawl, and reach with hands and arms.  Specific vision abilities required by this job include close vision and distance vision

Temperaments: 

• Ability to motivate others 
• Ability to work with people and influence people in their opinions, attitudes, and judgments   
• Ability to perform a variety of duties   
• Ability to work with people who express conflicting opinions   
• Ability to solve problems, make sound judgments and reach conclusions   
• Ability to express personal feelings professionally, and perform effectively under stress

 Work Environment

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate. The employee must possess and maintain a current driver’s license. The employee is frequently required to interact with the public and other staff.

Term of Employment 

• 210 Day Employee
• Salary per AMSD Salary Schedule Teacher
• Evaluation annually 

Evaluation  

• Performance of duty will be evaluated at least annually in accordance with the Aztec School Board Policy

Physical Rating Level 

This position will require the employee to function at a “Medium” physical capacity as defined by Worker’s Compensation Statutes.  “Medium” physical capacity indicates the ability to lift up to 50 pounds occasionally or up to 25 pounds frequently.

Physical Requirement Details

Definitions: R= Rarely=1% to 9% of a 7.5 hour day

O= Occasionally= 10% to 33% of a 7.5 hour day

F= Frequently= 34% to 66% of a 7.5 hour day

C= Continuously= 67% to 100% of a 7.5 hour day 

The above statements are intended to describe the general nature and level of work expected. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of employees in this job classification.

Updated 5/25