Autism Support Specialist - 1.0 FTE for 191 days/year

Autism Support Specialist

Position provides instructional activities and lessons to a wide variety of students in kindergarten through age 21 with Autism Spectrum Disorder. Activities and lessons reflect state standards, district curricula, lesson objectives and student academic achievement goals and conform with existing behavior and 504 plans and IEPs. Develops specific instruction, activities and support in a classroom, resource room or other setting for students with Asperger's Syndrome and high-functioning autism. Provides guidance techniques and resources other teachers can use in regular classroom settings. Administers classroom, and district/state assessments. Maintains a safe and productive classroom environment.

Essential duties of this position include the following tasks. Employees in this position perform some or all of the following tasks. Other duties may be assigned at any time. Administers various assessment tools to determine student eligibility for services, functional needs and current academic knowledge levels. Adequately and clearly interprets assessment results using plain, concise language for diverse audiences. Initiates behavioral data collection and then designs and implements behavior support plans that address each student's sensory needs. Modifies behavior support plans as necessary based on subsequent data collection. Uses research-based educational and behavioral interventions for students with ASD. Develops intervention strategies that affirm and respect family cultural and linguistic diversity, values and parenting styles. Direct intervention planning for persistent challenging behaviors. Uses applied behavior analysis principles within a variety of instructional formats, including discrete trial teaching, pivotal response training, functional routines and incidental teaching, to teach necessary skills identified through individual student assessments. Promotes appropriate social skill development and generalization of social skills throughout the school day. Designs strategies to improve appropriate social interaction instruction, social skill group instruction and play skill instruction. Adapts and modified general and special education curriculum and materials for a variety of student learners with ASD. Participates as a team member, collaborates with other team members and facilitates team processes including conflict resolution, understanding team member roles and acknowledging contributions of all team members. Provides continuous communication with all team members to ensure positive progress of each student. Selects and/or assists in the selection of appropriate educational assessments and tools for related service providers so they can determine academic and functional needs of students with ASD. Completes and/or assists related service providers in the completion of required assessment components used to determine initial ASD educational eligibility and subsequent eligibility reevaluation. Develops with IEP teams appropriate and functional IEPs matching student assessment information and connected with applicable and appropriate curriculum requirements. Participates in IEP meetings as requested or assigned. Identifies and prioritizes general training needs for district staff, parents and other service providers including general health providers and mental health workers. Determines appropriate format for training including 1:1, interactive, during staff meetings and/or at workshops. Uses a variety of presentation formats and resources and delivers training at both in-district and out-of-district venues. Training includes implementing and sustaining appropriate, research-based instructional interventions and customizing curriculum content for individual students. Assists in designing appropriate leisure and recreation skill instruction that promote student self-advocacy. Designs, describes and demonstrates necessary learning environments and social interactions for a variety of ASD student learners and classroom environments including: constructing visual supports for learning environments so those environments can predict events, activities and expectations for ASD students while promoting student independence providing strategies for student independence defining expectations for appropriate behavior managing student behavior using basic behavioral principles establishing and using research-based strategies for crisis intervention Works collaboratively with district administrators to ensure compliance with federal and state laws, and regulations and district policies and procedures regarding students with ASD. Identifies appropriate local and state agencies/systems that serve individuals with ASD. Provides parents with access to information about community support services including respite care, in-home behavior support, home healthcare, transportation and parent training. Keeps abreast of best practices, maintains professional relationships with colleagues, students and families and participates in activities which all enhance service delivery for the benefit of ASD students and their families. With training, implements district and program-adopted crisis prevention/intervention strategies including the use of de-escalating procedures, physical interventions to avoid injuries and other safety protocols. Demonstrates knowledge and understanding of all district policies and procedures. Has consistent, daily and punctual attendance.

Non-essential duties of this position include the following tasks. Employees in this position perform some or all of these tasks. Other duties may be assigned at any time. Operates various office equipment including audio visual equipment/devices, telephones and photocopy machines. Attends in-service training, staff meetings and other meetings as assigned. Attends professional growth activities related to job responsibilities. Provides staff development activities for staff during in-service meetings. Serves on building and district committees and councils as assigned. Communicates information about district, school and/or departmental policies and procedures to students, staff, parents and patrons. Supervises students on school grounds and at various school functions. Reports issues to the principal and the appropriate authorities including safety, sanitary and fire hazards, vandalism, thefts and errant wildlife.

Other requirements consistently follow all applicable federal and state laws and all district policies, rules and supervisor directions. Observes ergonomics of sedentary office work including placement of computers and monitors, and sitting alignment. Observes proper lifting techniques and other strategies to avoid accidents and personal injury while performing job duties. Performs other duties as assigned.

Supervisory responsibilities all school employees have some responsibility for supervising students and assisting in maintaining a safe environment.

Qualifications to perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: A Bachelor's degree in Special Education is required, a Master's degree is preferred. A valid Oregon license with necessary endorsements is required. Three (3) years of successful teaching experience with special needs students including those with Autism Spectrum Disorder is /preferred. Demonstrated knowledge of child and adolescent growth and development is required. Demonstrated knowledge of Autism Spectrum Disorder, assessment methodology and instruction strategies and techniques is required. Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict, maintaining confidentiality, listening to others, keeping emotions under control, remaining open to others' ideas and contributing to building a positive team spirit. Demonstrates the ability to remain calm and professional in an environment with frequent interruptions. Interacts with staff and students appropriately. Language Skills: Ability to communicate in English fluently both verbally and in writing, including proficiency in spelling and grammar. Ability to respond to common inquiries or complaints from students, parents, staff, regulatory agencies, vendors and members of the community. Ability to read and interpret documents including governmental regulations, safety rules and operating and maintenance instructions/ instruction manuals. Ability to prepare routine reports and correspondence with high degrees of accuracy and professionalism Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to calculate rates, ratios, percentages and proportions. Ability to read and interpret various charts, bar graphs and similar visual data depictions. Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in oral, schedule or diagram form. Ability to deal with problems involving more than one variable. Computer Skills: Ability to effectively use office computers and internet access for email, research, word processing, database manipulation and general Office 365 applications (Excel, MS Word, PowerPoint and Outlook Express). Other Skills and Abilities: Ability to exercise good judgment and work effectively in a dynamic environment. Certificates, Licenses, Registrations: A valid Oregon Driver's License is required. Must have or able to obtain various certificates, licenses and/or registrations as required by federal, state or local law(s) and/or determined by the district.

Physical expectations the physical expectations described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions. When performing the duties of this job, the employee is regularly required to talk, see, or hear. The employee is frequently required to walk, stand, sit, use fingers and hands for fine manipulation, handle or feel, reach with hands and arms and move around inside and outside of buildings. The employee is occasionally required to push, pull, bend, stoop, crawl, kneel and crouch. The employee must lift and/or move up to 35lbs.The employee may occasionally climb stairs or ladders. The employee must have, with or without vision correction, close vision, distance vision, color vision, peripheral vision,depth perception, and the ability to adjust focus. The employee may occasionally use district approved restraint and de-escalation procedures with students. The employee must occasionally move quickly and sometimes run to keep students safe and avoid injuries. The employee must regularly lift students up to 35 pounds and lift, with assistance, students weighing up to 150 pounds. Work environment the work environment is a standard classroom and resource room settings. The noise level of the work environment is usually low to moderate, but occasionally high depending upon the location, the student population and current activities. The employee occasionally will be required to supervise students. The employee is occasionally exposed to wet or humid conditions and outdoor weather conditions, including seasonal heat and cold. The employee may occasionally be exposed to contagious diseases, bodily fluids and blood-borne pathogens.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job