Success Coach

Summary/Objective
The Success Coach assists individual students and groups in a classroom or alternate setting through the application of positive behavior supports. The Success Coach will participate as a member of the Students At-Risk Mentoring Team in identifying and addressing student behaviors in order to support students in achieving a higher level of academic and SEL success.
Essential Functions
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions:

1. Respond to internal and external customers, as it relates to job, in a prompt, efficient, and friendly manner.
2. Assist staff in creating Behavior Intervention Plans; address barriers to individual student success, social skills instruction and factors that affect effectiveness including social validity and treatment integrity.
3. Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents. (Writing FBA/BIP)
4. Promote highly specialized positive behavior interventions in which "at risk" students thrive: behavior instruction that is explicit, intensive, accelerated, and provides ample practice.
5. Observe and monitor control of student behavior in structured and unstructured times.
6. Reinforce trauma-based education strategies.
7. Attend student meetings / hearings and assist the team in developing behavior or academic goals for students.
8. Consult with teachers based upon student need and implement techniques to encourage and motivate students.
9. Monitor at-risk students' progress on IEP goals and implementation of Behavior Plans.
10. Work cooperatively with building administrators to promote positive student behavior.
11. Work with individual teachers, groups of teachers, and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
12. Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students, and students who represent sub-group populations.
13. Maintain knowledge of relevant laws and adhere to all policies, regulations, and rules.
14. Perform related duties as assigned in a safe and prudent manner.

Other Duties
This job description is not a comprehensive listing of duties, responsibilities, or activities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
Competencies

1. Ability to build healthy, collaborative relationships with students and families.
2. Ability to remain calm under pressure and maintain professionalism at all times.
3. Ability to work alongside classroom teachers without interrupting the instructional process.
4. Ability to develop behavior change strategies that focus on reducing problem behaviors and increasing appropriate behaviors.
5. Ability to input behavior assessment and assessment data to be used for success plans for individual students.
6. Ability to apply knowledge of trauma-informed theories and practices in the classroom setting.
7. Ability to effectively implement research-based strategies as prescribed by the Mentoring Team.
8. Ability to use technology to support instruction and gather data.

Supervisory Responsibility
This position has no supervisory responsibilities.
Work Environment
This job operates in a professional office environment in the assigned school site in both classroom and individual settings. The incumbent routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

1. Regularly required to observe, communicate, and exchange information
2. Regularly required to remain stationary, type, and focus on a computer screen for long periods of time
3. Regularly required to move about
4. Occasionally required to move up to 10 pounds
5. Occasionally required to set-up meetings and training classes

Position Type/Expected Hours of Work
At-will Notice of Employment does not provide a guarantee of a particular schedule of work, or a minimum number of days or hours.
This is a 10-month, 40-hour per week position, with unpaid breaks as specified on the staff calendar.
Required Education and Experience
High School diploma or GED and one or more years of experience working with youth in an educational or therapeutic environment; or, any combination of education and experience that will enable the incumbent to successfully perform the essential functions of the position.
Upon hire, incumbent will be required to participate in District-sponsored training specific to the position.
Preferred Education and Experience
Associate's or more advanced degree
Required Certifications/Licenses
None
Work Authorization/Security Clearance
Must be able to pass a criminal background check and obtain a Fingerprint Clearance Card with an IVP number through the Arizona Department of Public Safety.