Site Coordinator – In-School Alternative Program (ISA)

The Site Coordinator serves as a dedicated, full-time behavioral specialist and academic liaison embedded within an in-school alternative program classroom. Designed for secondary students (Grades 6–12) who have violated the Student Manual or exhibit chronic classroom disruptions, this role focuses on de-escalation, restorative practices, character education, and maintaining academic continuity. 

Rather than acting as a passive monitor, the Site Coordinator serves as a behavioral change agent delivering direct interventions, teaching prosocial replacement behaviors, and coordinating with school educators to ensure students remain parallel with their peers.

Core Functions and Roles 

De-Escalation and Crisis Management - Utilize low-arousal techniques, Nonviolent Crisis Intervention (CPI) principles, and trauma-informed approaches to de-escalate students in crisis.

Functional Replacement Coaching - Identify the behavioral functions/triggers behind disruptions and teach Functionally Equivalent Replacement Behaviors (FERBs) using a Behavioral Skills Training (BST) model (Instruction to Modeling to Roleplay to Live Coaching).

Restorative Frameworks - Facilitate restorative justice circles, affective communication dialogues, and 1-on-1 harm-analysis conferences between students, peers, and teachers prior to regular classroom re-entry.

Character Education - Deliver daily 30-minute micro-modules centered on core values such as respect, responsibility, fairness, kindness, honesty, tolerance, conflict resolution, and forgiveness.

Academic Support and Liaison Mechanics

Closed-Loop Workflows - Coordinate directly with core classroom teachers and Learning Management Systems (e.g., Schoology) to gather, supervise, and return daily assignments within a 24-hour window.

Academic Continuity - Enforce zero-downtime study blocks, providing tutoring and scaffolded instruction so students do not experience learning gaps or lost credits during placement.

Special Education and IEP Compliance - Collaborate with Special Education Resource Teachers, English Learner (EL) Specialists, and Alternative Placement Teams (APTs) to ensure 100% execution of accommodations and modifications mandated by IEP or 504 plans.

Data Collection, Reporting and Communication

Daily Behavioral Tracking - Maintain hourly behavioral point sheets, logging direct service minutes, skill mastery, and incident frequencies.

Administrative Reporting - Compile weekly site-level progress packets and exit recommendations for building leadership (Principals, Assistant Principals, Deans).

Wraparound and Family Engagement - Perform proactive family communications (at least two positive outreach contacts weekly) and participate in student intake/exit conferences.

Minimum Qualifications & Requirements

Minimum Qualifications and Requirements

Education - A bachelor's degree (or higher) in Education, Psychology, Social Work, or a related human services/behavioral science discipline.

Experience - Minimum of three (3) years of verifiable professional experience working directly with behaviorally challenged youth in middle or high school educational settings.

Licensure and Credentials

Must possess or obtain a valid Delaware Department of Education (DDOE) permit via DEEDS (e.g., Substitute Permit, Paraeducator/Behavior Intervention Permit, or relevant credential) prior to campus placement.

Statutory Safety Clearances

Clean Federal (FBI) and Delaware State Police fingerprinted criminal background check.

Clear screening report on the Delaware Child Protection Registry (DSCYF).

Valid, documented negative Tuberculosis (PPD) clearance.

Core Competencies

Proficiency in Learning Management Systems (Schoology/Google/Microsoft), strong verbal de-escalation skills, and foundational knowledge of CASEL/SEL competencies.

Working Hours and Schedule

Workdays - Follows the annual K–12 academic school calendar (Monday through Friday) during student instructional days.

Shift Hours - Approximately 7.5 hours per student day (matching standard site bell schedules).

Punctuality Expectation - On-site presence is required prior to the morning bell to check in, review daily student rosters, synchronize learning materials, and manage early-morning student intakes.

Professional Development Days - Attendance at designated district or agency professional development (PD) training sessions, professional learning communities (PLCs), and pre-service institutes as scheduled throughout the school year.