Job Title: Teacher, Behavior Interventionist Wage/Hour Status: Exempt

Reports to: Special Education Coordinator Pay Grade: Teacher Pay Table ($2000 Stipend)

Dept./School: Special Education/Assigned Campus Date Revised: Primary Purpose:

Support special education services through the provision of consultation and modeling of research-based behavior analytic practices. Promote quality instruction and services to improve student achievement. Facilitate implementation of behavioral and social skills development strategies through staff development, modeling, observation, and data analysis Qualifications: Special Knowledge/Skills:

Knowledge and skills in developing and implementing interventions and behavioral services based on the science of Applied Behavior Analysis.

Knowledge/experience in selecting meaningful goals to the learner and family, methods to monitor and gather data to measure goals, and using frequent data analysis to adjust strategies.

Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting process and implementation

Experience:

Three (3) years of experience working with school-aged children with moderate to severe disabilities, autism and related disorders, or other developmental delays

Experience and training in the performance of functional behavior assessments and functional analysis assessments, development of behavior intervention plans, training, and use of emergency behavioral interventions

Preference :

Valid Texas teaching certificate in content area(s) necessary for Highly Qualified (HQ) status

BCBA Preferred Major Responsibilities and Duties: Instructional Strategies Plan and provide appropriate individual services to students consistent with the student's Behavior Intervention Plan (BIP) and/or behavioral goals contained in Individual Education Plans (IEP). Assist teachers with classroom structure to facilitate instruction and behavioral strategies needed to support the student's IEPs. Provide support for integration of additional strategies as appropriate (i.e., visual schedules, social stories, reward systems, etc. as needed/requested utilizing appropriate equipment, software/technology (Boardmaker, PECS, etc.) Model the use of applied behavior analysis strategies, verbal de-escalation, and visual support systems, as appropriate. Provide teachers and students with modeling, strategies, and training as appropriate. Assist campus staff in the creation of an environment conducive to learning that is appropriate for the disability, the maturity level, and the interests of the students. Assist campus staff as they enforce school rules and administer discipline according to the Student Code of Conduct, student handbook, and behavior intervention plan (BIP). De-escalate situations and model appropriate behavioral strategies to reinforce discipline and encourage development of pro-social behaviors. This includes intervening in crisis situations and physically restraining students as necessary according in situations where behavior is dangerous to self/others. Plan, create, and lead professional development opportunities for teachers and paraprofessionals related to classroom structure, behavior analysis, data collection/analysis, and improvement of student behavior and/or social skills as needed/requested. Consultation Assist classroom teachers with development of strategies and materials needed for implementation of student IEP/ (BIP) in a timely manner. Work collaboratively with LSSPs, teachers, and behavior interventionists to establish, maintain, and evaluate effectiveness of interventions. Work to make adjustments based on review of data. Regularly consult with teachers, administration, and other relevant individuals regarding student or teacher needs. Demonstrate skill in management of BIPs, IEPs, and data collection. Comply with all district and local campus routines and regulations. Develop and continually monitor behavior analytic services and make adjustments based on student/teacher/campus needs. Develop and communicate a plan for a system of support and follow-up for long-term assistance cases. Communication Maintain a positive working relationship with students, administrators, parents, campus staff and supervisors. Use effective communication skills to present information orally and in writing both accurately and clearly. Handle stressful situations in an objective manner.

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Frequent standing, stooping, bending, reaching, kneeling, pushing and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist nonambulatory students. Exposure to biological hazards. Subject to reassignment based on district-wide student needs.