About this opportunity
Warren School District lists this Site-Level Coordinator Position opportunity in warren, Arkansas. Review the employer’s description below for duties, qualifications and application requirements.
Job description
Site-Level Coordinator Position
Warren School District Warren School District - Warren, Arkansas Open in Google Maps
This job is also posted in Arkansas Jobs In Ed , and Warren School District
Job Details
Job ID:
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
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
Contact Information
Carla Wardlaw , Asst. Superintendent
WSD Central Office
Phone:
Email:
Map
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Worksite address
warren, AR, 71691, US
Who can apply
Review the original listing for work authorization, qualifications and employer requirements.