Director of Autism Support

Overview Director of Autism Support: Overview SESI’s Integrated Student Support Team is committed to developing, implementing, evaluating, and constantly improving our integrated continuum of supports. Our Support, Prevent, Connect (SPC) approach is designed to meet the academic, behavioral, and social-emotional needs of all SESI students. The Director of Autism Support leads the training, quality evaluation, and consistency of elevated programming for students with the most intensive needs, including students impacted by autism spectrum disorder (ASD). Working closely with the Senior Directors, Directors of Integrated Support, site leaders, and regional leaders, the Director of Autism Support ensures that students who require support beyond universal SPC programming receive individualized, evidence-based supports delivered consistently and with fidelity by well-prepared staff, no matter which SESI program they attend. Responsibilities Essential Duties and Responsibilities The responsibilities of the Director of Autism Support include (but are not limited to): Delivering training designed by the Senior Directors on elevated programming and evidence-based practices for students with the most intensive needs, including students impacted by ASD, at the site, regional, and company-wide level. Training, modeling, and coaching elevated practices in person at sites nationwide, including environmental design, communication supports, skill acquisition programming, reinforcement systems, and data collection practices. Evaluating the quality and fidelity of elevated programming across sites using established fidelity tools, observation protocols, and student outcome data; communicating findings to the SVP, Senior Directors, and regional leadership. Leading consistency of elevated programming implementation across regions and sites, identifying variation in practice, and partnering with Senior Directors and Directors of Integrated Support to close gaps. Supporting the Directors of Integrated Support to recognize when students require support beyond universal programming and to sustain foundational elevated practices between visits. Responding to escalated student and site needs related to intensive programming (indicated by data, operator concerns, or identified gaps), including on-site consultation for the most complex cases in partnership with Senior Directors and local Director of Integrated Support. Providing structured field feedback and implementation data to the Senior Directors to inform the ongoing development and refinement of elevated programming content, training materials, and fidelity tools. Using student outcome and fidelity data to identify where support is needed, evaluate success of supports, and create progress reports for internal and external stakeholders. Representing SESI’s expertise in intensive programming and autism supports with districts, families, and external partners as needed. Traveling regularly to sites nationwide (approximately 60–70%) to provide in-person training, coaching, consultation, and evaluation. Participating in weekly Integrated Support Team meetings and communicating objectives related to elevated programming transparently across teams. Completing other duties assigned as needed. Qualifications Required: Masters’ degree in special education, applied behavior analysis, psychology, or related field. Experience serving students with the most intensive needs, including students impacted by ASD (minimum of five years). Demonstrated expertise in evidence-based practices for students with ASD, functional behavior assessment, and skill acquisition programming. Experience delivering professional development and training, coaching staff on programming implementation, and supporting staff behavior. Experience evaluating fidelity of implementation and using observation and outcome data to drive consistency across classrooms, sites, or programs. Experience with data-based decision making and analyzing data to determine outcomes, evaluate supports, and create progress reports for internal and external stakeholders. Ability to travel approximately 60–70% of the time to SESI programs nationwide. Demonstrated commitment to supporting all learners, preventing barriers to learning, and connecting with students, educators, families, and other stakeholders to promote equity and positive outcomes. Demonstrated commitment to the FullBloom Core Five values: humility, transparency, accountability, decisiveness, and inclusivity. Preferred: Board Certified Behavior Analyst (BCBA) or equivalent advanced training in individualized student supports. Leadership experience involving the implementation of intensive behavioral and/or instructional supports. Experience in special education day schools or similarly intensive settings. Experience developing training and coaching across multiple sites, regions, or programs. Posted Min Pay Rate USD $85,000.00/Yr. Posted Max Pay Rate USD $100,000.00/Yr. Physical Requirements Physical Requirements Ability to run short distances and move swiftly in response to student needs, including bending, kneeling, and crouching. Ability to lift and assist students with mobility challenges, often requiring the handling of up to 50 pounds or more. Skill in managing fine motor tasks, such as helping students with writing, manipulating small objects, or using adaptive devices. Ability to operate a computer or tablet for up to 8 hours daily. Capacity to notice and respond to non-verbal cues from students. Capacity to remain calm and composed during physically and emotionally demanding situations, ensuring student safety and well-being. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. FullBloom is an equal opportunity employer. Equal Employment Opportunity has been and will continue to be a fundamental principle at FullBloom, where employment is based on personal capabilities and qualifications. The company prohibits discrimination against any applicant or employee based on any legally recognized basis, including, but not limited to age (40 and over); color; gender, physical or mental disability; mental status; civil union/domestic partnership; national origin; ancestry; citizenship status; race; religion; creed; sex; pregnancy, childbirth, lactation, and related medical conditions; gender identity and gender expression; political affiliation; veteran status and uniformed servicemember status; genetic information (including testing and characteristics); or any other consideration protected by applicable federal, state, or local law. #J-18808-Ljbffr Specialized-Education-Services,-Inc.-3