Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 330,000 students in 600 schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.
The mission of the Office of Diverse Learner Supports and Services (ODLSS) is to provide high quality and specially designed instructional supports and services for all diverse learners within their least restrictive environment. ODLSS works collaboratively with several units, specifically schools and Networks, with the goal of improving the academic achievement of all diverse learners by ensuring diverse learners receive meaningful and relevant access to grade level core instruction within their neighborhood school, school of choice, or the school closest to their residence.
Job Summary:
Reporting directly to the Behavioral Support Manager, the Behavioral Support Coordinator is responsible for working to build district capacity to provide and monitor evidence and research based behavioral strategies to students with Autism and students with behavioral health needs. The team assists school-based staff in identifying proactive and preventative strategies for addressing the needs of students with Autism and other behavioral health needs, as well as assist with the development of individual, class wide, or school wide behavioral support plans. This role also assists schools in the development and fading of plans to promote student independence and natural participation in age appropriate activities throughout their school day.
The Behavioral Support Coordinator will be held accountable for the following responsibilities:

• Conduct observations of student behavior for those with Autism and other behavioral health needs in multiple environments.
• Prepare written summary reports of observations and recommended interventions, including evidence and research based behavioral strategies reflective of current research, specific to individuals with Autism and other behavioral health needs.
• Schedule and conduct meetings with school based staff to discuss interventions and strategies, including elements of modeling, coaching and consultation. Coordinator will assist school based staff with revisions of the action plan based on suggested interventions, indicating staff roles and deadlines.
• Supervise the implementation of suggested interventions, collecting and filing progress for each student referral.
• Provide daily supervision to Behavior Support Specialists supporting implementation of interventions and behavior analytic strategies in the school setting.
• Responsible for performance evaluation (RISE Assessment) for Behavior Support Specialists
• Conduct Functional Behavior Assessments (FBA) and develop Behavior Intervention Plans (BIP), assess performance via continuous data collection, train staff in the implementation of programming, utilize consultation skills to bridge transitional setting/grades and continued review and refinement of programming to meet behavior goals, as well as to provide guidance in the development of district programs.
• Provide classroom engineering support to assist in the management of behavior by establishing proactive measures.
• Develop and/or facilitate professional development on the use of evidence and research-based behavioral and instructional strategies, ensuring the needs of students with Autism and other behavioral health needs are met. Coordinator will build the capacity of district staff to ensure high fidelity delivery of these strategies for diverse learners with significant social, emotional or behavioral needs.
• Develop and facilitate ongoing training for Behavior Support Specialists including the 40 hour RBT Training, Tier 1 Evidence-Based Behavior Strategies, and Trauma-Informed Behavior Practices.
• Provide supervision hours to Behavior Support Specialists who are certified Registered Behavior Technicians (RBT) and/or Specialists completing practicum hours.
• Maintain supervision records and compliance within the BACB requirements.
• Maintain Safety-Care? Trainer certification and conduct network based de-escalation trainings to certify school and network based staff.
• Perform additional duties as assigned.

In order to be successful and achieve the above responsibilities, them Behavioral Support Coordinator must possess the following qualifications:
Education Required:

• Master's Degree in Education, Special Education, School Psychology, or a related field required
• Certification as a Behavior Analyst through the Behavior Analyst Certification Board, or availability to sit for exam within six (6) months of hire, required

Experience Required:

• Minimum of four (4) years experience in the field of Applied Behavior Analysis (ABA), required
• Minimum of three (3) years experience in the field of education, including consultation with schools preferred (PK-Age 21)

Knowledge, Skills, and Abilities:

• Willingness and ability to travel to multiple school sites on a citywide basis, every day.
• Oral and written communication skills for multiple stakeholders.
• Ability to respond professionally to all parental and/or staff questions and concerns.
• Background in setting up programs incorporating evidence/research based behavioral strategies.
• Proven ability to manage behavioral crisis situations: modeling interventions, staff training, crisis plan, behavior intervention plan development, and team and family follow up.
• Knowledge of adult learning styles and best practices for coaching and providing feedback.
• Experience with coordinating and delivering professional development for a variety of audiences.
• Ability to collaboratively problem-solve, analyze data and use it to guide work.
• Capable of adhering to predetermined timelines, multi-tasking between projects, and responding to work requests based upon priority and complexity.
• Ability to adapt easily to change and shift in work assignment/ tasks, as assigned.
• Planning and organizational skills, including ability to manage calendars, and incoming requests from multiple constituencies.
• Ability to establish and maintain effective consultative working relationships with administrators, staff, associates, students, parents, governmental and community agencies, and employers.
• Proficiency in MS Office Suite (e.g., Word, Excel, Powerpoint) and Google Drive.

Conditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:

• Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.
• Be Fully Vaccinated Against COVID-19 - Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters. Unvaccinated staff with an approved exemption must submit to weekly testing.