Behavior Coach – B.R.I.D.G.E. Program

Position Title: Behavior Coach – B.R.I.D.G.E. Program

Reports To

Director of Special Education & Student Services and/or School Administrator

Purpose of Position

The Behavior Coach supports the implementation of the B.R.I.D.G.E. Program, a structured setting focused on behavioral growth, reflection, and academic continuity for students requiring intensive behavioral support. The Behavior Coach provides direct behavioral interventions, coaching, de-escalation support, skill-building, and restorative practices to assist students in developing positive behaviors and successfully transitioning back to the traditional school environment.

This position also supports staff through modeling and reinforcement of effective classroom management and behavior intervention strategies aligned with PBIS, MTSS, restorative practices, and the CHAMPS classroom management framework. 

Essential Duties and Responsibilities

Student Support & Intervention

• Provide direct behavioral coaching and support to students assigned to the B.R.I.D.G.E. Program.
• Facilitate student reflection activities, restorative conversations, social-emotional learning activities, and conflict resolution sessions.
• Teach and reinforce behavioral expectations, self-regulation skills, coping strategies, and replacement behaviors.
• Support students in maintaining academic engagement during participation in the program.
• Assist students with successful transition plans back to the traditional learning environment.
• Utilize de-escalation and crisis prevention strategies consistent with district training and protocols.
• Maintain a safe, structured, and supportive environment focused on student growth and accountability.

Behavior Support & Classroom Management

• Support implementation of Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and restorative practices. 
• Reinforce and model CHAMPS expectations and proactive classroom management strategies with students and staff. (Safe & Civil Schools)
• Assist with implementation and monitoring of Behavior Intervention Plans (BIP).
• Support collection and tracking of behavioral data and student progress monitoring.
• Collaborate with school teams regarding behavioral supports and intervention strategies.
• Assist in identifying proactive interventions designed to reduce exclusionary discipline practices.

Coaching & Collaboration

• Model effective behavior intervention and classroom management strategies for teachers and school staff.
• Provide classroom support and behavioral strategy reinforcement for school personnel.
• Collaborate with administrators, counselors, social workers, EC staff, teachers, and families to support student success.
• Participate in problem-solving meetings, re-entry meetings, and student support meetings as appropriate.
• Participate in ongoing professional development related to behavior intervention, trauma-informed practices, CHAMPS, restorative practices, and social-emotional learning.

Program Operations

• Maintain documentation related to student participation, behavior interventions, and progress monitoring.
• Assist with development of behavior supports, student reflection tools, and intervention resources.
• Support implementation of district behavior initiatives and expectations.
• Perform other duties as assigned to support the goals of the B.R.I.D.G.E. Program and Student Services Department.

Minimum Qualifications

• Associate degree from an accredited college or university in education, psychology, human services, social work, criminal justice, child development, or a related field required.
• Experience working with children or adolescents with behavioral, social-emotional, or mental health needs preferred.
• Experience supporting behavior intervention strategies, classroom management, or student support programs preferred.
• Ability to establish positive relationships with students, staff, and families.
• Strong communication, collaboration, and conflict resolution skills.

Preferred Qualifications

• Experience with PBIS, MTSS, CHAMPS, restorative practices, trauma-informed practices, CPI, or behavior intervention systems.
• Experience working in alternative learning settings, student support programs, or school-based behavioral programs.
• Training in de-escalation, crisis prevention, Functional Behavioral Assessments (FBA), or Behavior Intervention Plans (BIP).

Knowledge, Skills, and Abilities

• Knowledge of evidence-based behavior intervention strategies.
• Knowledge of PBIS, MTSS, restorative practices, and CHAMPS classroom management practices.
• Ability to de-escalate challenging situations calmly and professionally.
• Ability to maintain accurate documentation and behavioral data.
• Ability to establish rapport and maintain positive relationships with students.
• Ability to work collaboratively as part of a multidisciplinary team.
• Strong organizational, communication, and problem-solving skills.

Physical Requirements

• Ability to move throughout school and classroom settings.
• Ability to supervise students in various school environments.
• Ability to respond appropriately during behavioral crises consistently with district training.

Terms of Employment

• Classified staff position.
• 10-month 
• Salary based on district classified salary schedule and experience.
• Duties may vary based on program needs.