Special Education Behavior Support Teacher — Impact & Growth

Position: Special Education Teacher: Behavior support Campus: Silbernagel Elementary School Wage/Hour Status: Exempt/Professional Immediate Supervisor(s): Principal Pay Grade: Per Compensation Manual Days Employed: Per Compensation Manual

POSITION SUMMARY :

Provide students, who have special education support services, with appropriate learning activities and experiences to help them fulfill their potential Follow special education regulations set forth by the district, state, and federal guidelines Enable students to develop competencies and skills for intellectual, emotional, physical, behavioral, and social growth to function successfully in society Oversee the programming and support for the students assigned, documenting evidence, gathering data, and preparing documents to report on progress and make recommendations to the ARD committee

QUALIFICATIONS :

Education/Certification: Bachelor’s degree from an accredited university Valid Texas teaching certificate with required endorsements or training for the subject and level assigned Special Knowledge/Skills: Knowledge of curriculum and instructional methods including accommodations, adaptations, and alterations to the curriculum and instruction to address the academic needs of special populations to support student outcomes. Knowledge of disabilities and supports to address the specific needs of special populations Specialized training/experience in behavior modification, pro-social skills, and/or supports to address the behavioral needs of special populations Knowledge of the Admission, Review, and Dismissal (ARD) Committee process, Full and Individual Evaluation (FIE) review, Individual Education Plan (IEP) goal-setting process, data collection requirements, relevant supplements, and implementation requirements set by the state and federal guidelines Experience: One-year student teaching or approved internship

MAJOR RESPONSIBILITIES:

Instructional/Behavioral: Provide and/or support specially designed instruction and collect data to monitor and show student progress; including academic, behavioral, and other functional goals as outlined in the student ARD documents Use student data to determine instructional goals, objectives, and methods appropriate to the student, according to district requirements (for example using logs and other tools) Work collaboratively with teachers and campus teams to develop, implement and/or provide lessons and interventions to proactively plan for students’ needs that include, as appropriate, accommodations, modifications, prerequisite skills, and behavioral/social supports Plan and use appropriate instructional/learning strategies/behavioral and prosocial strategies incorporating activities, materials, equipment, and technology that reflect an understanding of the needs of students assigned, according to guidelines established by Texas Education Agency, board policies, and administrative regulations Manage or assist campus staff in using Behavior Intervention Plans, IEP goals, accommodations, and other supports as appropriate for each student as outlined in their ARD Support students inside and outside of the classroom as assigned for instruction, intervention, prevention, and monitoring (i.e. small group, direct instruction, pull out, check-in, monitor, supervision) Maintain student support records, logs, and documentation as outlined in the district special education procedures Provide a safe environment; utilize de-escalation strategies and interventions to support students in behavior management and self-regulation. (Crisis Prevention and Intervention annual training required based on district standards and reporting) Instructional Support Teacher: Participate in campus Professional Learning Communities (PLC) and collaborative meetings to improve instruction and learning Work closely with teachers and other campus staff using campus and district data to guide instruction and intervention Conduct observations and formative assessments to determine baseline and progress data of student learning and use results to collaborate and plan instructional activities with teachers Use the district screener tools to gain student performance data at the beginning, middle, and end of the year to share with parents and at the annual ARD committee meeting Behavior Support Teacher: Assist campus administration with the implementation of collaborative campus positive behavioral support systems (as required by the TEA Texas Behavior Support Initiative (TBSI) and restorative discipline Facilitate meetings with campus student intervention teams to design and implement behavior interventions for general education students with persistent behavior problems Gather and present behavioral data (e.g. functional behavioral analysis, time sampling, frequency occurrence, documentation of intervention) Assist in developing and maintaining behavior plans for special education and 504 Students Provide behavioral assistance to teachers via modeling, writing effective and measurable IEP objectives, designing and writing reasonable and effective behavioral intervention plans (BIP) Organizational/Management of Instructional/Behavioral: Maintain communication with parents, keeping the lines of communication open, positive and professional Participate in and conduct conferences and work collaboratively with parents Participate in campus and district Professional Learning Communities (PLC) and collaborative meetings to improve instruction and learning Attend and participate in faculty meetings, department meetings, district meetings and serve on staff committees as required Participate as an effective team member who contributes to district, department, and content goals Plan and participate in ARD, LPAC, 504, and RtI meetings as assigned Assist in upholding and implementing administrative regulations and board policy Submit all legal documents in a timely manner as required by Federal, State, and District guidelines. Use the district online platform for ARD preparation and documentation, be knowledgeable of the Annual, Review, and Dismissal (ARD) process and procedures in compliance with district, state, and federal guidelines. Upload logs, trackers, and work samples into the student file online. Monitor progress on IEP goals/objectives throughout each 9 weeks and update progress at the end of each 9 weeks using the online platform to share with parents concurrent with report cards Prepare for and participate in the ARD committee meetings for assigned students; follow all timelines, prepare drafts for recommendations to include PLAAFPs, IEP goals/objectives, supplements, transitions, BIP, sharing data, and records, knowledgeably and professionally Maintain professional records and a personal schedule with attention to organization, timelines, priorities, and accuracy; show evidence as required Follow all DISD operating guidelines that are relevant to the position, including, but not limited to, Case Manager Duties, IEP Access and Implementation, Accessible Instructional Materials, Discipline, FERPA, IEP Goals and Objectives, Student Records, Modification/Accommodation/Specially Designed Instruction, and Documentation of Special Education Participate in staff development activities to improve job-related skills and student outcomes Stay abreast of developments in the profession and display an openness to change and innovation Establish and maintain a professional relationship, open communication, and collaboration with parents, students, colleagues, and community members Keep informed of and comply with federal, state, district, and school regulations and policies and procedures for special education teachers such as confidentiality and STAAR/STAAR Alt requirements Perform other duties as assigned

SUPERVISORY RESPONSIBILITIES :

Direct the work of assigned instructional aide(s). Develop and supervise schedules, plans, and data collection for the paraprofessionals that support students based on their needs Oversee and document completion of tasks by assigned instructional aide(s) EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students Motion: Frequent walking and reaching, frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment Environment: Work inside and outside (exposure to the sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases) Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns, communicate verbally and inwriting, instruct and maintain emotional control under stress Professional Dress: Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent. During work hours, visible body piercings (except earrings) will not be allowed.

EVALUATIONS :

Performance of this position will be evaluated annually #J-18808-Ljbffr Dickinson Independent School District