Gina Catalano

A behavior/social-emotional learning (SEL) coordinator is a dedicated professional responsible for leading the development, implementation, and assessment of programs that foster positive behavior, and emotional well-being in students. I work collaboratively with students, staff, families, and community partners to create supportive learning environments.

Dynamic and results-driven professional with extensive experience in designing, implementing, and evaluating evidence-based behavioral interventions, and social-emotional learning (SEL) programs within an educational settings. Expertise in conducting comprehensive behavioral assessments, utilizing data-driven decision-making, and providing high-quality professional development and coaching to staff and families. Proven ability to foster a positive, inclusive environment, manage crisis situations effectively, and collaborate with multidisciplinary teams to enhance student well-being and academic success.

• Seasoned education professional with 5 years of experience in behavior management and intervention strategies, seeking to leverage expertise in leading a data-driven PBIS framework in a dynamic middle school environment. Proven success in analyzing behavioral data to identify trends, developing targeted interventions, and providing expert coaching and professional development to staff for consistent implementation of behavior expectations. Committed to fostering a positive school climate, improving student behavior outcomes, and building strong, collaborative relationships with teachers, administrators, students,
• and families

Key Responsibilities and Skills

• Program Leadership & Implementation: Overseeing the development, planning, and maintenance of comprehensive, school-wide PBIS programs, ensuring alignment with school and district goals through creating assemblies, monthly student recognition, monthly teacher to teacher recognition, and events.
• Data Analysis & Decision Making: Collecting, monitoring, and analyzing student behavioral data (e.g., office referrals, suspensions, climate surveys) to inform instructional practices, identify trends, and evaluate program effectiveness.
• Professional Development & Coaching: Planning and conducting training/workshops for staff on PBIS tiers (universal, secondary, and tertiary), behavior intervention techniques, and effective classroom management strategies.
• Intervention & Support: Designing and implementing function-based intervention plans, supporting students with high behavioral needs, and serving as a point person for de-escalation in crisis situations.
• Collaboration & Communication: Working collaboratively with school leadership teams, staff, and parents to ensure consistent reinforcement of behavioral expectations and promote family involvement in the school community.
• Culturally Responsive Practices: Applying a lens of equity and cultural responsiveness to PBIS work to address the diverse needs of the student population.

• Developed and implemented individualized education plans for diverse student populations.
• Collaborated with teachers and parents to enhance student learning experiences.
• Conducted training workshops for staff on effective instructional strategies and tools.
• Analyzed student performance data to identify areas for academic improvement.
• Mentored junior staff in curriculum development and educational best practices.
• Evaluated program effectiveness, providing recommendations for continuous improvement efforts.
• Established a positive classroom environment, fostering mutual respect and open communication among students.
• Implemented data-driven instruction by regularly assessing student progress and adjusting lesson plans accordingly.
• Met with parents and guardians to assist in understanding and supporting educational objectives, learning expectations and behavior standards.

A Behavior Admin TOSA (Teacher on Special Assignment) is a specialist who supports school-wide positive behavior by providing professional development, coaching, and data-driven strategies to teachers, administrators, and students. I was able to help facilitate a safe, learning-centered environment by implementing a Multi-Tiered System of Support (MTSS), analyzing behavior data, and creating targeted intervention plans, particularly at Tier II and III levels.

I created a behavior coaching program for the most needy students. This role requires expertise in behavior management, data analysis, and collaboration to improve student outcomes, and build partnerships with families.

Key Responsibilities.

• Provide professional development: Develop and deliver training to staff on topics like positive behavioral interventions and supports (PBIS), data collection, and behavioral intervention plan (BIP) development.
• Support teachers: Coach and consult with teachers on individual and classroom behavior management strategies, including implementing Tier I universal interventions, and developing targeted Tier II and III supports.
• Data analysis and intervention: Use data to guide decision-making, identify students' needs, and support the implementation of evidence-based strategies and interventions.
• Collaborate with teams: Work with administrators, school psychologists, counselors, and other staff to develop comprehensive plans for students with complex needs.
• Develop and implement behavior plans: Design and implement individual behavior support plans and safety plans, often based on Functional Behavior Assessments (FBAs).
• Enhance school climate: Foster a positive and safe school-wide culture by aligning interventions and supporting social-emotional learning curriculum implementation.

Skills and qualifications.

• Expertise in Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS).
• Strong data analysis skills, including the ability to collect, interpret, and act on behavioral data.
• Knowledge of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• Proficiency in crisis intervention and risk assessment.
• Strong coaching, consultation, and communication skills to work effectively with students, staff, and families.
• Ability to create and maintain accurate and confidential student records.