Special Services Program Specialist (Resource)

Special Services Program Specialist (Autism/Behavior)

Exempt

According to district approved calendar

Special Services

Special Services Supervisor

None

Bachelor's Degree or higher from accredited college or university, Master's Degree (preferred, but not required)

Valid teaching certificate, Special Education certified and/or license

2-5 years successful teaching experience as a Special Education teacher; or, 2-5 years practicing as a Board Certified Behavior Analyst; or, experience working in a behavior support classroom through an alternative program (required)

Experience working with students who have Autism (preferred, but not required)

Such alternatives to the above qualifications as the Board of Trustees may find appropriate

POSITION FUNCTION/PURPOSE The Special Education Program Specialist (Autism/Behavior) will serve as an on-site professional development leader who collaborates with teachers to use proven practices in providing instructional support to students that receive special education services. The Special Education Program Specialist (Autism/Behavior) will conduct on-site teacher training and coaching, providing a variety of instructional approaches and interventions to teachers in response to teacher needs and analysis of student achievement. The Special Education Program Specialist (Autism/Behavior) will coordinate, lead, and provide programmatic and technical assistance around evidence-based programs/processes. The specialist will provide recommendations of services and interventions for students with Autism to special education staff when necessary. The specialists will provide support for strategies and evidence-based practices to building principals, special education teachers and support personnel (diagnosticians, LSSPS, OT/PTs, SLPs), general education teachers and counselors for students with Autism. Finally, the specialist will provide In-home and other training for families, to assist them with understanding the needs of the child with Autism.

ESSENTIAL FUNCTIONS Provide content and instructional expertise as well as on-site technical assistance and professional development regarding researched based autism and behavior strategies for implementation to support students with autism or behavior difficulties. Assist teachers in implementing behavioral strategies in the classroom towards instructional success, developing effective individual educational plans, and using student data to improve student performance. Assist teachers in developing comprehensive individualized support and educational plans to promote placement in the least restrictive settings. Conduct focused observations with "next step" support to teachers. Assist teachers with intervention strategies and implementation of differentiated instruction. Support Professional Learning Communities by providing professional resources, assisting in the design of interventions, and modeling best practices. Serve as trainer and modeler of effective research-based structured teaching strategies. Participate fully in professional development for coaches, including peer observations, professional research and reading, and inquiry sessions. Coordinate the provision of staff development to all members of the special education department.

Qualification Requirements Knowledge of Texas Essential Knowledge and Skills Knowledge of the development and implementation of structured learning programs. Ability to work harmoniously with educational staff, parents, students, community, and administrators. Knowledge of data collection and tracking Knowledge of the use of instructional accommodations and social skills programs for students with disabilities. Knowledge of research of best practices in inclusionary practices for students with Autism. Knowledge of the application of safe and therapeutic Crisis Intervention. Interpersonal communication skills (oral and written) to build relationships with teachers, students, and school personnel Excellent interpersonal and presentation skills Strong organizational and planning skills Understanding of how to work with students who exhibit behaviors due to their eligibility of services/disability Knowledge of Special Education federal, state, and local regulations Demonstrated knowledge of Admission, Review, and Dismissal (ARD) committee process and Individual Education Plan (IEP) PLAAFP, goal setting process Demonstrated ability to maintain comprehensive documentation and records. Willingness to train in de-escalation strategies associated with NCI, CPI, or other de-escalation programs implemented within the department.

WORK CONDITIONS Mental Demands/Physical Demands/Environmental Factors: Work with frequent interruptions; maintain emotional control under stress; Repetitive hand motions; prolonged use of computer. Occasional prolonged and irregular hours. Maintain emotional control under stress. Occasional prolonged or irregular hours. Equipment and Programs Used: Google platform Skyward Computer N2Y/Unique Learning Additional programs required and purchased by the department or district Medicaid Service Billing when applicable