Special Services Program Specialist (Autism/Behavior)ExemptAccording to district approved calendarSpecial ServicesSpecial Services SupervisorNoneBachelor's Degree or higher from accredited college or university, Master's Degree (preferred, but not required)Valid teaching certificate, Special Education certified and/or license2-5 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 appropriateThe 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.Knowledge of Texas Essential Knowledge and SkillsKnowledge of the development and implementation of structured learning programsAbility to work harmoniously with educational staff, parents, students, community, and administratorsKnowledge of data collection and trackingKnowledge of the use of instructional accommodations and social skills programs for students with disabilitiesKnowledge of research of best practices in inclusionary practices for students with AutismKnowledge of the application of safe and therapeutic Crisis InterventionInterpersonal communication skills (oral and written) to build relationships with teachers, students, and school personnelExcellent interpersonal and presentation skillsStrong organizational and planning skillsUnderstanding of how to work with students who exhibit behaviors due to their eligibility of services/disabilityKnowledge of Special Education federal, state, and local regulationsDemonstrated knowledge of Admission, Review, and Dismissal (ARD) committee process and Individual Education Plan (IEP) PLAAFP, goal setting processDemonstrated ability to maintain comprehensive documentation and recordsWillingness to train in de-escalation strategies associated with NCI, CPI, or other de-escalation programs implemented within the departmentWork with frequent interruptions; maintain emotional control under stress; repetitive hand motions; prolonged use of computer.
Occasional prolonged and irregular hoursGoogle platform, Skyward, Computer, N2Y/Unique Learning, Additional programs required and purchased by the department or district, Medicaid Service Billing when applicable