Intensive Behavior Support Coach (2026-2027 School Year)

• →Assist the building team in developing and implementing a proactive and positive approach to behavior management including oversight of functional behavioral assessments and individual behavior plans as needed
• →Supports students with disabilities having access to a variety of activities that support their leadership, physical, emotional, social and educational growth in the least restrictive environment
• →Builds and sustains partnerships with families, related service providers, general education staff, and community partners to ensure collaboration among a multidisciplinary team support for each student
• →Supports standards of student conduct and respond to students in crisis when appropriate
• →Demonstrates a strong foundation in positive behavior supports
• →Designs and implements multi-faceted behavior interventions based on data
• →Demonstrates confidentiality when dealing with students, parents, and school employees
• →Understands and works with the various support systems available in the school and community
• →Understands and follows district policies and guidelines when dealing with violations of the student code of conduct
• →Understands Special Education regulations including the Least Restrictive Behavior Intervention
• →Possesses excellent interpersonal skills and the ability to handle emotionally charged situations
• →Ability to coach others to apply effective behavior management techniques
• →Models and reviews clear and concise classroom structure, rules, routines, procedures, and expectations individualized to student need

• Must be able to walk long distances, respond rapidly in emergency situations, stand for long periods of time, bend, twist, balance, stoop, climb steps, reach overhead, lift, push, pull up to 20 pounds or more with assistance, work five days a week, up to seven hours or more per day, or as assigned.

• Knowledge of public school operations
• Ability to deal with confidential matters
• Ability to work effectively and cooperatively with people from diverse ethnic and educational backgrounds; (i.e., community, administrators, teachers, substitutes, classified, students, etc.
• Ability to listen, is organized, detail oriented, and is a self-starter
• Ability to effectively communicate both orally and in writing with a wide range of audiences inside and outside of the organization for the purpose of giving and obtaining information
• An advanced understanding of special education law governing IEP development, implementation, service structure, disciplinary procedures for students with disabilities
• Advanced computer proficiency and the ability to effectively use Microsoft Word, Outlook, and advanced skills in Synergy which will be determined and validated by testing
• Use of good judgment to make decisions on a wide range of spontaneously occurring special education program issues
• Ability to analyze unique situations and generate problem solving responses with existing staff and resources
• Ability to communicate effectively with a supervisor when their discretion is needed
• Displays a significant degree of professionalism and confidentiality
• Ability to conform to proper standards of professional dress and appearance
• Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them

• Contact with personnel within the district and with customers and vendors
• Will be working under the direct supervision of the department supervisor in order to complete day to day tasks
• Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy
• Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues
• Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service

• In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave
• Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator
• All employees are required to report to work dressed in a manner that reflects a positive image of Wichita Public Schools and is appropriate for their position

• A current KS teaching license AND special education endorsement required for Kansas categorical aide
• 3 plus years of special education teaching service experience is required

FLSA Status: Exempt