Site Coordinator InSchool Alternative Program ISA

edu prime llc; Wilmington (DE); On-site; USD 42,000 - 56,000; Full time

Job summary

edu prime llc is seeking a Site Coordinator to serve as a full-time behavioral specialist and academic liaison in an in-school alternative program for grades 6–12. You will de-escalate crises, coach pro-social replacement behaviors, and coordinate with teachers to maintain academic continuity.

You will deliver restorative frameworks, character education, and wraparound family engagement while ensuring IEP/504 accommodations are applied.

Qualifications

• Bachelor's degree in Education, Psychology, Social Work, or related field.
• Minimum of three years of verifiable professional experience with behaviorally challenged youth in middle/high school settings.
• Must possess or obtain a valid Delaware Department of Education permit via DEEDS prior to campus placement.
• Pass FBI/Delaware background checks, DSCYF clearance, and TB (PPD) clearance.
• Proficiency with Schoology/Google/Microsoft tools and classroom tech.

Responsibilities

• De-escalation and crisis management to support students in crisis.
• Functional replacement coaching using BST to teach FERBs.
• Facilitate restorative justice circles and affective dialogues.
• Deliver daily micro-modules on core values (respect, responsibility, etc.).
• Coordinate with classroom teachers and LMS to gather/return assignments within 24 hours.
• Provide tutoring and scaffolded instruction to maintain academic continuity.
• Collaborate with special education/resource teachers and EL staff to meet IEP/504 accommodations.

Skills

De-escalation skills

Behavioral coaching

Communication with students/teachers

Case management

Education

Bachelor's degree in Education, Psychology, Social Work, or related field

Tools

Schoology

Google Workspace

Microsoft 365

Job description

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.