Address
Form of workPRIMARY PURPOSE:
Plan and provide support and training to parents, teachers, and administrators in the provision of services for students with disabilities, management of behavior, restraint training, behavior programs, and strategies for working with students with autism.
QUALIFICATIONS:
Education/Certification:
Special Knowledge/Skills:
Experience:
MAJOR RESPONSIBILITIES AND DUTIES:
Instructional and Program Management:
Communication:
SUPERVISORY RESPONSIBILITIES:
None.
WORKING CONDITIONS:
Mental Demands:
Communicate verbally and in writing; read, interpret and analyze data and procedures; use computers; maintain control under stress; instruct staff; coordinate services.
Physical Demands/Environment Factors:
Drive personal vehicle daily; member district wide travel as assigned; occasional prolonged and irregular hours; occasional travel to students' home. May be required to restrain aggressive students.
Plan and provide support and training to parents, teachers, and administrators in the provision of services for students with disabilities, management of behavior, restraint training, behavior programs, and strategies for working with students with autism.
QUALIFICATIONS:
Education/Certification:
- Bachelor's degree in Special Education or related field
- Valid Texas teaching certificate with Special Education certificate and/or endorsement
- Board Certified Behavior Analyst Certification or equivalent preferred
Special Knowledge/Skills:
- Knowledge/experience in crisis prevention intervention
- Understanding of Federal and State rules for the education of students with disabilities
- Ability to provide staff development training as well as training to parents
- Knowledge of and experience with evidence-based strategies for working with students with ASDs
- Experience in setting up and using data monitoring systems for student outcomes related to social skills progress
- Experience in coaching school-based staff in behavioral strategies
- Experience in providing professional development to teachers and other school staff
- Documented competence in working with students in ASDs in a school setting
- Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
- Knowledge of special needs of students in assigned area
- Knowledge of how to adapt curriculum and instruction for special needs
- Effective communication skills, written and verbal
Experience:
- Minimum of three years experience providing services to students with special needs
- One year working with student with autism
- One year teaching in a classroom for students with behavioral/emotional concerns preferred
MAJOR RESPONSIBILITIES AND DUTIES:
Instructional and Program Management:
- Provides instructional methodology and behavioral support and training to teachers, children, and staff.
- Responsible for the delivery of a structured environment that includes the use of diverse evidence-based strategies for the support of students with ASDs.
- Plans and supports implementation of the essential components of an instructional program for students with ASDs to include: early intervention, predictability and structure, functional analysis of behaviors, development of behavior intervention plans and systematic data monitoring.
- Works with members of school teams to assess student needs, determine appropriate interventions, set up appropriate progress monitoring plans, analyze student data, and complete Functional Behavioral Assessments with Behavior Intervention Plans in order to provide appropriate behavioral supports for students.
- Trains and coaches staff in instructional strategies around executive functioning and social cognitive deficits consistent with a diagnosis of ASD.
- Provides a family with skills necessary for a child to succeed in the home/community setting
- Facilitates parental carryover of in-home training, for example: strategies for behavior management and developing structured home environments and/or communication training so that parents are active participants in promoting the continuity of interventions across all settings
- Trains and coaches staff in appropriate use of visual supports and environmental modifications to meet the educational needs of students with ASDs.
- Assists in the implementation of individualized transition plans to ensure that students receive skills necessary for successful full-time re-entry in general education classrooms and for transition to district middle or high schools.
- Collaborate with campus/district personnel to recommend appropriate placement and services for eligible students.
- Collaborate with Special Education teachers to conduct observations and provide behavioral support in classrooms.
- Provide restraint training for required member district staff.
- Consult with Special Education Coordinator to ensure appropriate documentation paperwork is completed.
- Provide guidance and support to staff implementing approved behavior programs.
- Assist teachers with the use of appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the needs of students assigned.
- Participate in ARD Committee meetings as appropriate.
- Collaborate with staff to structure classrooms and implement instructional practices conducive to learning and appropriate for the physical, social, and emotional development of students.
Communication:
- Establish and maintain open lines of communication with parents, students, principals, and teachers.
- Maintain a positive and effective relationship with administrators
- Effectively communicate with colleagues, students, and parents
- Maintain confidentiality of student information in accordance with state, federal and local guidelines.
SUPERVISORY RESPONSIBILITIES:
None.
WORKING CONDITIONS:
Mental Demands:
Communicate verbally and in writing; read, interpret and analyze data and procedures; use computers; maintain control under stress; instruct staff; coordinate services.
Physical Demands/Environment Factors:
Drive personal vehicle daily; member district wide travel as assigned; occasional prolonged and irregular hours; occasional travel to students' home. May be required to restrain aggressive students.
