Director of Autism Support

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.

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.

• 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.

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,…