The St. Croix River Education District is committed to maximizing student outcomes for all learners through the use of data-based decision making, meaningful collaboration, and implementation of innovative, evidence-based practices. We believe every student has the ability to learn, and teachers are at the helm of that learning. We are seeking highly motivated and skilled candidates for a Social Behavior Services Coordinator position beginning the 2019-20 school year.
This position provides support to SCRED Member District teachers who work with students with emotional and behavioral needs by engaging in the following primary activities:
Development and monitoring of functional behavior assessments and behavior support plans, including reviewing the fidelity of implementation
Consultation and problem-solving for individual students as well as building and district programming for students with social behavior needs
Developing and presenting professional learning to teachers in the area of social behavior
Providing training and ongoing support with Crisis Prevention Institute practices
Leading teams through the Manifestation Determination process
Assisting teams through a placement process for Federal Setting III and IV programs
Supporting individual teachers and building level teams with the use of data-based decision making practices Providing direct support and collaboration for teachers and teams in Federal Setting III and IV behavior programs
In addition, the position will assist districts in setting up or refining school-wide Positive Behavioral Interventions and Supports (PBIS) within a Multi-Tiered System of Supports (MTSS) framework. Position requires a high level of collaboration and problem-solving with other service coordinator areas as well as school psychologists, building administrators, and special services supervisors.
The position will primarily support the Chisago Lakes School District and North Branch Area Public Schools.
Desired qualifications include the following:
Work experience in the area of applied behavior analysis
Knowledge and experience with special education and PBIS
Excellent communication skills
Ability to work independently
High levels of organization and time management
Highly developed collaboration skills
Ability to mediate challenging situations while keeping the best interest of the student at the forefront
Knowledge and experience with Trauma Informed Practices, Restorative Practices, and Social-Emotional Learning