Position: Special Education Specialist: Positive Behavioral Intervention Supports (PBIS)
A Special Education Specialist will maintain the district's special education programs and services; develop related goals, objectives, and recommendation of policies; plan, implement, and collaborate with staff on program and services evaluations; act as a liaison with other district staff; serve as a resource of information regarding special education programs and services; and ensure that procedures are appropriate in relation to policies required by state and federal regulatory requirements. Significant devotion of time is required for analyzing data, planning activities, monitoring programs/services, responding to others and consulting with program personnel.
Bachelor’s degree required, Master’s degree preferred
Special education certification required
Content certification required
Extensive knowledge of the manifestation determination procedures
Knowledge of Procedural Safeguards for students who receive special education services
Knowledge of the ARD and IEP development process.
Knowledge of procedures regarding restraint and seclusion.
Knowledge of special education rules and Regulations
Knowledge of Multiple Tiers Systems of Support (MTSS) preferred
Minimum of five years as a special education teacher supporting students receiving special education services and experiencing behavioral difficulties in a Behavior Transition Classroom or similar setting.
Minimum one of year experience providing technical assistance at the campus level (i.e., department chair, instructional coach, curriculum coordinator, etc.) or district level required.
Experience with conducting functional behavioral assessments
Experience with developing and implementing behavior intervention plans
MAJOR RESPONSIBILITIES AND DUTIES:
All special education specialists are responsible for the following:
Spends the majority of his/her time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities. This collaboration includes, but is not limited to, direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation;
Understands and engages in collaborative work with general education personnel, including building-based and Curriculum and Instruction Coaches, to improve achievement and growth for all students, while carrying out their primary responsibilities of improving learning for students with disabilities;
Develops and empowers teachers to write strong IEPs, behavior plans and to facilitate efficient and effective case
conferences/manifestation determinations as essential tools to accelerate learning and protect the rights of students with disabilities and their families;
Monitors school suspensions, expulsions, seclusion and restraints, and academic data for students with special disabilities in assigned buildings and develop action plans as needed;
Consistently revisits special education program and service procedures and program standards to ensure continuity of services and foresight of potential issues;
Communicates effectively, and in a timely manner, with parents and guardians students with disabilities to address complaints, issues; and concerns
Perform duties as assigned by the Special Education Director.
The special education specialist for PBIS is expected to:
Model appropriate behavior in various social settings
Serve as a resource to staff in dealing with classroom management issues
Support sustainability and expansion of MTSS practices throughout the district
Aid campuses in the operation of Behavior Transition Classes
Mentor new teachers responsible for education students with emotional disturbance and emotional/behavioral problems
Coordinate and provide district/campus Crisis Prevention Intervention (CPI) training
Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
Conduct conflict resolution and peer mediation sessions
Inform students and parents about school and district policies
Serve as a liaison between student, home, school, and community resources.
Access and work closely with community agencies to identify resources for students and their families.
Provide crisis intervention and preventive support as needed by students and their families.
Make home visits to gather information relating to students.
Consult with parents, teachers, and other school/district personnel to determine cause of student problems and effect solutions.
Arrange for medical, psychiatric, and other tests and examinations that may disclose causes of difficulties and indicate remedial measures.
Perform casework service with parents to increase the parents’ understanding, their constructive participation in resolving their child’s problems, and their knowledge and use of available and appropriate resources, for the purpose of keeping students in school.
Assist in the planning and implementation of parent involvement activities.
Track data and monitor progress of student and school interventions (Tier I and Tier II)
Coordinate and monitor necessary data collection
Provides training, guidance, and staff development to staff, parents, and others;
Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents
Facilitate team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment.
Facilitate team meetings that: design Behavior interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity
Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
Promote highly specialized positive behavior interventions in which “at risk” students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice.
Select and implement methods of behavior support and interventions appropriate for students with significant behavior issues.
Provide direct instruction and support in the teaching of social skills and teach responsible positive behavior to students with significant behavioral issues.
Provide in-class support for teachers and students.
Engage parents in the “student behavior intervention plan” process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
Use ongoing assessments to maintain a record of student progress
Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings
Regard assessment as a joint venture through which both student and teacher understanding is enhanced
Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills, knowledge, and understandings
Model quality assessment processes that assist students in assessing their own work and behavior
Personal Growth and Development.
Work to continuously improve effectiveness in all instructional and intervention practices
Use feedback to make productive changes in performance
Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
Organize and schedule time commitments to meet demands of the job
Ability to communicate effectively, interpret policy, procedures, and data
Maintain emotional control under
Normal office environment
Readily adapt to a variety of circumstances
May work prolonged or irregular hours
Frequent district-wide and occasional out-of-district travel
The above statements describe the general purpose and responsibilities assigned to the job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
The Beaumont Independent School District does not discriminate on the basis of age, color, disability, national origin, race, religion, or sex in the educational programs or activities that it operates and is an equal opportunity employer.