Behavior Administrative Support Thrive

Thrive Program Assignment:

The Thrive Program is a specialized educational setting designed to meet the unique needs of K–12 students with significant behavioral challenges. This self-contained program is located on a dedicated campus within the Denton Independent School District and provides an intensive, structured environment where students develop the academic, social, emotional, and behavioral skills needed for success.

Primary Purpose:

Support the Director of Thrive in the administration of instructional programming, behavioral support systems, and campus operations, with a specialized focus on improving outcomes for students with disabilities and students demonstrating significant behavioral needs. Assist with implementation of evidence-based behavioral and instructional practices, supporting campus-wide systems, and compliance with special education and student support requirements. This position combines campus leadership development with specialized behavior support responsibilities.

Qualifications:

Education and Certification

• Bachelor’s degree from an accredited college or university
• Master’s degree in special education, education, psychology, behavior analysis, or related field (preferred)
• Valid Texas teaching certification (preferred)
• Special Education certification (preferred)
• Board Certified Behavior Analyst (BCBA) certification (preferred)

Experience

• Three (3) years of experience supporting students with disabilities or students with behavioral needs
• Experience implementing behavioral intervention strategies and classroom management systems
• Experience working in a K–12 public school setting (preferred)
• Experience providing professional development or coaching to staff (preferred)
• Experience supporting students with autism and complex behavioral needs (preferred)

Knowledge and Skills

• Comprehensive knowledge of behavior intervention strategies, classroom management systems, and instructional support practices
• Working knowledge of special education law, Individuals with Disabilities Education Act (IDEA), Section 504, and compliance requirements
• Working knowledge of Functional Behavior Assessments (FBA), Behavior Intervention Plans (BIP), Positive Behavioral Interventions and Supports (PBIS), and Multi-Tiered Systems of Support (MTSS) frameworks
• Advanced organizational, interpersonal, verbal, and written communication skills
• Advanced interpersonal skills to foster positive relationships with staff, students, families, and community stakeholders
• Advanced coaching, collaboration, consultation, and problem-solving skills
• Ability to collect, analyze, and utilize behavioral and instructional data to support decision-making and intervention planning
• Ability to maintain emotional control under stress and support de-escalation

Key Responsibilities:

Student Support & Behavior Management

• Collaborate with special education committees to ensure appropriate instructional and behavioral support for students.
• Serve as a liaison between teachers, counselors, administrators, students, and families to promote positive behavior and responsible citizenship.
• Facilitate and support ARD meetings to ensure compliance with regulations and support for students’ needs
• Conduct or assist with Functional Behavior Assessments (FBA) and support the development and monitoring of Behavior Intervention Plans (BIP).
• Support implementation of schoolwide behavior systems.
• Provide de-escalation and crisis intervention support as needed.
• Monitor student behavioral progress and collaborate with staff to adjust interventions and supports
• Support implementation of social skills instruction, communication interventions, and strategies for students with autism or complex behavioral needs.
• Assist with supervision of student discipline programs, including in-school suspension and restorative practices.

Instructional Leadership & Professional Development

• Communicate and reinforce expectations aligned with district objectives to ensure consistency across all programs.
• Demonstrate high expectations for all stakeholders, fostering an environment of respect, inclusion, and support.
• Assist with maintaining a school environment conducive to learning and student success.
• Provide job-embedded coaching to special education and general education staff.
• Model effective instructional strategies, classroom management techniques, and behavioral supports.
• Facilitate campus-level professional development aligned to district initiatives and staff needs.
• Support implementation of specially designed instruction and inclusive practices across educational settings.
• Attend and actively participate in PLC meetings, Guiding Coalition meetings, and campus leadership discussions.
• Coach faculty and staff by providing feedback, consultation, and support to improve instructional and behavioral practices.
• Facilitate collaboration and problem-solving meetings with campus teams.

Administrative & Operational Support

• Assist in the evaluation of school personnel.
• Attend scheduled district meetings, trainings, and professional learning opportunities.
• Collaborate with teachers, counselors, administrators, and support staff to maintain comprehensive programs for student discipline and citizenship.
• Participate in the interviewing, selection, orientation, and recommendations for personnel placement, transfer, retention, and dismissal.
• Collaborate in the development of the master schedule and behavioral support structures.
• Maintain documentation related to coaching, interventions, and compliance requirements.
• Support the fidelity of IEP implementation and progress monitoring systems.
• Ensure compliance with federal, state, and district requirements related to special education and student support services.

Data-Driven Decision Making & Continuous Improvement

• Use evaluative findings, including student achievement and behavioral data, to assess program effectiveness and inform campus decisions.
• Assist with data collection, analysis, and progress monitoring for behavioral and instructional interventions.
• Regularly evaluate and refine campus systems to improve effectiveness and efficiency.
• Take initiative to develop professional skills aligned with leadership and behavioral support responsibilities.
• Continue pursuing leadership opportunities to strengthen decision-making, instructional leadership, and communication skills.

Community Engagement

• Actively participate in community activities that promote positive relationships between the district, families, and community stakeholders.
• Collaborate with campus administration, district leadership, related service providers, and support staff to ensure coordinated student support services.

Additional Responsibilities:

• Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations.
• Follow district safety protocols and emergency procedures.
• Participate in professional development, department meetings, and special events as assigned.
• Perform additional duties assigned to support the mission and goals of the district and department.

Supervisory Responsibilities:

• May be assigned direct supervision of employees by the director and may assume responsibility for campus operations and staff supervision in the director's absence.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment, including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions, including frequent keyboarding and use of mouse; occasional reaching

Lifting: Occasional light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior

Environment: May work prolonged or irregular hours; work inside and outside (exposure to sun, heat, cold, and inclement weather), exposure to noise; occasional districtwide and statewide travel

Mental Demands: Work with frequent interruptions; Maintain emotional control under stress

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:

The Superintendent of Schools will approve the appointment of this position based on the applicant’s training, experience, and expertise.