Primary Purpose:

Provide support for teachers, staff, and parents to address and manage students with challenging behaviors.

Qualifications:

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills:

Knowledge of special needs of students in assigned area

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

Knowledge of behavior and social skill intervention techniques and methodology

Ability to work with students with pervasive developmental disabilities

Ability to develop and deliver training to adult learners

Strong organizational, communication, and interpersonal skills

Major Responsibilities and Duties:

Instructional and Program Management

1. Collaborate with administrators and teachers to design, develop, and instruct students in a research based structured behavioral intervention classroom for eligible students with challenging needs.  
2. Monitor the effectiveness of behavior intervention plans and recommend changes as needed.
3. Participate in admission, review, and dismissal (ARD) committee meetings. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting individual educational plan (IEP) goals.
4. Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP.
5. Assist teachers with lesson planning, lesson modeling, classroom management, and behavior management.
6. Develop and maintain effective behavioral management and intervention techniques with individual and/or groups of students and provide assistance in meeting educations, occupational, and personal needs.
7. Provide individual and small group activities designed to improve interpersonal relationships and social skills for students attending an Alternative Education Program (AEP).
8. Participate in the Response to Intervention (RtI) process and Early Intervention Team (EIT) meetings to address academic and behavioral issues with identified students.
9. Conference with parents, administrators, and teachers concerning school and student issues.

Professional Growth and Development

   10. Pursue continuous improvement and growth in knowledge of behavior intervention strategies, methodologies, and
         analysis.

Other

   11. Consult with district and outside resources regarding education, social, medical, and personal needs of students.

   12. Follow district safety protocols and emergency procedures.

   13. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

   14. Compile, maintain, and file all physical and computerized reports, records, statistical data, and other documents     
        required.

   15. Keep informed of and comply with federal, state, district, and school regulations and policies for special education.

   16. Perform other duties as assigned by the campus principal, assistant superintendent, and the Superintendent of Schools.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment

Environment: Work inside; may work outside; regular exposure to noise; exposure to biological hazards

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours