Site-Level Coordinator Position

Warren School District

Warren School District

• Warren, Arkansas This job is also posted in Arkansas Jobs In Ed, and Warren School District
  Job Details
  

Job ID:

5948443

Application Deadline:

Posted until filled

Posted:

Oct 02, 2026 5:00 AM (UTC)

Starting Date:

To Be Determined

Job Description

Position overview

A Site-level Coordinator provides support, guidance, and training to the Family Support

Partners. This role involves working with family systems, schools, and community

partners, to improve behavioral and mental health outcomes for children and youth who

are at risk of being displaced because of their behaviors. This involves assessing

developmental, behavioral, or emotional struggles resulting from trauma,

neurodevelopmental conditions, or environmental stress within the systems associated

with the youth (e.g., family, school, social systems). The Site-level Coordinator will

target the unique needs of the community

• based pilot area, partnering with the state
• level coordinators and program director to ensure children/youth are eligible and receive
  timely services and that interventions are provided following the Prevention Pilot family
• centered, community-based, multidisciplinary model.

Core Responsibilities

? Facilitate and Support In-home direct care and coaching: Guide local Family

Support Partners to fulfill job expectations that focus on providing interventions

that are family-centered, in-home and natural environments, and focus on

neurodevelopmental activities, emotional regulation, and positive behavior.

? Support the Development of Individual Functional Family Service Plans (IFFSP):

Support Family Support Partners to develop and implement the IFFSP, build and

promote the child/youth's team of school

• and community-based partners, to
  implement strength-based tailored action plans to help children/youth move out
  of continuous "fight, flight, freeze, or fawn" modes, so they can positively engage
  with others in their homes, schools, and communities.

This requires coordination,

support, and the promotion of trusting relationships.

?

Progress Tracking and Documentation:

Support and monitor the meticulous,

electronic documentation of activities that can include behavioral tracking, data

collection, and milestone achievements in compliance with the Prevention Pilot

Program guidelines, maintaining confidentiality compliance with state regulations

and privacy laws.

?

Crisis Management and Support:

Assist Family Support Partners when

children/youth are navigating severe school stress, verbal or physical aggression,

self-harm, or re-integration into the home after temporary foster, acute, or

residential placements.

?

Positive Behavioral Support:

Guide Family Support Partners in addressing

childhood behavioral challenges, and youth behaviors that put them at risk for

being displaced from their homes, classrooms, schools, or community centered

activities and environments.

?

Building Partnerships and Expanding Resources:

Identify, recruit and train

mentors and respite providers and facilitate connections between mentors and

children/youth and families. Monitor mentor work (i.e., time, travel, and activities).

Assist in building rapport and trusting relationships with the child, their family, and

the partnering providers such as school, case workers, and therapists.

?

Tracking Financial Documents:

Organize, document, and track financial

documents (i.e., expenditure requests, expenditures and invoices, incidental

cards and trackers, receipt collection, Mentor expenses.

?

Mentor Guidance and Support:

Coach mentors to build a trusting relationship

with the child/youth to expand the positive adult-youth experiences, and track

and document mentor services (i.e., keep up with activities, pay, incidental card

expenditures, guide mentors on following program protocols and procedures,

assist in accessing needed resources).

?

Expand Family Networks:

Support Family Support Partners in identifying and

building the child/youth and family network, thus strengthening relationships, and

empowering families.

?

Mandated Reporter:

Follow guidelines for being a mandated reporter. Training on

this is required annually.

Required qualifications

?

Education:

A bachelor's degree in education, Special Education, Psychology,

Behavioral Analysis, Mental Health Counseling, Social Work, or a related human

services field. (Experience and training in a related field may be considered)

?

Experience:

Minimum of 1-2 years of experience leading a team or directing a

program that works directly with youth, preferably youth displaying severe

behavioral, emotional, or developmental delays.

?

Clearances and Compliances:

Must successfully pass a comprehensive criminal

background check, child and adult abuse registry clearance, and FBI

fingerprinting.

?

Transportation:

Possession of a valid driver's license, clean driving record, and a

reliable vehicle with valid insurance to complete daily home visits.

?

Skills:

Strong conflict resolution skills, exceptional active listening, the ability to

work with socioeconomically and culturally diverse populations, and the ability to

apply knowledge of typical human development to establish appropriate

behavioral expectations for families and partnering professionals, skills in using

technology for communication, documentation, and accessing resources for

intervention activities.

? The ability to communicate and write proficiently in English.

?

Mandated reporter:

Follow requirements of being a mandated reporter if you

suspect child abuse or neglect. Training on this will be required annually.

?

Culturally sensitivity:

The person filling this role will be culturally sensitive

• be
  aware, understanding, and respectful of the beliefs, values, and practices of
  people from different cultural, ethnic, and socioeconomic backgrounds without
  judging them as right or wrong.

Preferred qualifications

? A master's degree in Educational Leadership, Administration, Social Work

(MSW), Education, Special Education, Early Childhood, Early

Intervention/Childhood Special Education, Counseling with specialty in play

therapy, Behavioral Analysis, Occupational Therapy, Speech-Language Therapy

? Active state certification or license (e.g., Educational Administration (e.g.,

principal license, special education supervisor license, other leadership license),

Board Certified Behavior Analyst

• BCBA, Registered Behavior Technician
• 
  RBT, Education License, Certified Family Intervention Specialist)
  ?

Bilingual proficiencies, specifically in English and Spanish.

Working Conditions

?

Environment:

Highly mobile role spent primarily inside private family homes, non

• traditional homes, childcare centers, or community settings.

?

Schedule:

Daytime business with evening flexibility to accommodate working

parents and caregivers.

?

Physical Demand:

Physically active position requiring stamina to work with

families and children in natural environments. This can include engaging children

in play-based activities and youth in appropriate physical activities. The ability to

lift up to 40 pounds.

Contract recommendations

? This position is a 12-month, full-time position (i.e., a minimum 240-day contract)

?

Recommended compensation:

$75,000

• $85,000 annual salary.

Salary and

benefits should be commensurate with a principal or special education supervisor

position working on a 12-month (240-day) contract.

Position Type:

Full-Time

Job Requirements

Citizenship, residency or work visa required