ESA Behavioral Systems Coordinator (Eastern Washington)

Under the direction and supervision of the Executive Director of Specialized Student Services, the ESA Behavioral Systems Coordinator will observe, advise and consult with ESA and district administration and staff on the adjustment to and/or development and implementation of systems within schools, classrooms and other settings for children to better serve the needs of students and general populations in the areas of social behavior and emotional learning. The BCS may identify modifications for individual students and collaborate with teachers, specialists and/or IEP teams (if appropriate) to recommend curriculum, professional development and/or interventions to improve individual, classroom or building-wide behavioral support. The BCS may identify gaps or inconsistencies within classroom management systems or school-wide behavioral support systems and/or introduce additional behavioral support systems and provide recommendations, modeling and individual/group training.

Assignment:
This position will be hybrid, working remotely and in-person with frequent travel to school districts in the ESD 171 (North Central Washington) and ESD 123 (South Eastern Washington) regions. A candidate based in the ESD 171 or ESD 123 regions is preferred.

This position is 8 hours per day, 210 days per year. It is open until filled with applications received by November 18, 2024 receiving first consideration.

1. Conduct onsite visitations as directed by the Executive Director of Specialized Student Services for observation, student & staff interviews, professional development training, and consultation.
2. Identify strengths, inconsistencies and weaknesses of existing systems and provide appropriate recommendations for support and growth through consultation, modeling and training.
3. Develop and assist in delivering general professional development material and training in the areas of behavior and social/emotional learning (including ESA adopted Restrain & Isolation Programs such as Right Response).
4. Review and adopt curriculum for SEA interventions and instruction to be recommended to districts, schools and classrooms.
5. Develop an accessible online repository of behavioral support resources for general information such as materials, articles and FAQ's that can be accessed by teaching staff and administration.
6. Regularly meet with the Executive Director of Specialized Student Services to report, discuss, assess, and identify needs in the area of systems behavioral approaches.
7. Assist in developing programs and/or activities to promote positive student behavior, as well as intervention strategies across the Teaching & Learning department and in collaboration with T&L administration and staff.
8. Consult with and assist school staff, school psychologists and parents in developing student therapeutic interventions.
9. Review materials and data related to functional behavioral assessments and behavior plans to ensure compliance.
   

1. Work cooperatively with local school and childcare staff and administration.
2. Assist in the development of data collection systems for staff.
3. Function as a liaison under the direction of the Executive Director of Specialized Student Services with Early Intervention, Early Child Care and other ESD 112 child and student services.
4. Work cooperatively and coordinate with Therapeutic Programs, Early Childhood and other programs as directed.
5. Other duties as assigned.
   

1. Valid Driver's License.
2. Bachelor's degree in Education, Psychology or related field; OR five years of experience working with students with behavior or mental health issues.
3. Working knowledge of Individuals with Disabilities Education Act (IDEA) regulations and procedures.
4. Experience working in Special Education.
5. Recent successful experience working in an educational/mental health setting with students who have serious social/emotional or behavioral challenges.

1. Bachelors Degree in Education, Psychology or related field.
2. Experience working with other professionals such as counselors, social workers, psychologists and psychiatrists as resources for planning and delivery of behavioral support programs.
3. Experience working both independently and collaboratively within the child/student settings
4. Experience providing professional development to adults.
5. Training and/or experience in Functional Behavior Analysis.
6. Training and/or experience in designing Positive Behavior Supports.
7. Experience in non-aversive behavior crisis prevention and intervention.
8. Commitment to ongoing professional development.
   

1. Exposure to communicable diseases found in children and adolescents.
2. Students may use challenging or offensive verbalizations toward staff and other students with potential for escalation to physical aggression.
3. Flexible and extended hours may be required to accommodate meetings, deadlines or travel.
4. Occasional overnight travel required.

1. Successful completion of a criminal history and fingerprint check through the Washington State Patrol and FBI.