1.0) Autism Spectrum Disorder Coach

Autism Spectrum Disorder Coach

Livonia Public Schools is seeking a passionate and student-centered Autism Spectrum Disorder Coach. The Autism Spectrum Disorder (ASD) Coach's major responsibility within Western Wayne County is to work directly with students, parents, teachers, and other resource personnel to screen, assess and intervene to assist school teams in determining appropriate options for students with or suspected of having Autism Spectrum Disorder.

The Autism Spectrum Disorder Coach will champion the District's mission, vision, and collective commitments by placing students and their learning at the center of all decisions. Plans for students and assists teacher to implement accommodations via school team meetings and IEPTS which develop supportive and collaborative interventions for students with ASD characteristics, including Transition Plans. Consults with school teams and administrators regarding the need for special education evaluation for students suspected of having ASD.

Is highly resourceful to staff and administrators in the knowledge of the functions of effective behavioral/instructional strategies for meeting needs of students with ASD characteristics. Provides PD to increase staff effectiveness. Provides, facilitates, and coordinates assistance to students, parents, and teachers. Is knowledgeable about and utilizes school, community and county resources in planning appropriate outcomes for students. Works closely with assigned district(s) with a goal of building capacity and supporting LRE by implementing evidence-based practices across the entire LRE continuum.

Supports staff working with students in K-12 in general education classrooms with/without Intervention plans, special education, non-ACT-18 classrooms and special education ASD 18 center classrooms. Consults with school teams, participates in and provides staff training, and develops data systems to support students who require independence paraprofessionals (IP). As needed provides guidance and consultation with:
Evaluations referrals, strategies and interventions Referral process/entry criteria to Center Programs Guidance and implementation strategies for utilizing IP support Appropriate use of visual supports and environmental accommodations or modifications to meet education needs Support implementation of essential components for ASD Students to include: predictability, structure, functional analysis of behaviors, developments of behavior intervention plans, systematic data monitoring.

The following is a list of minimum qualifications for this position, any one of which may be waived by the Administration in exercising its prerogative to determine qualifications. Five (5) years work experience working with students with ASD including, but not limited to:
School Social Workers, School Psychologists, Speech Pathologists and Occupational Therapists Must meet Administrative Rules Governing the Certification of MI Teachers or certification in SSW, School Psychologist, Speech Pathologist or Occupational Therapist Ability to build and maintain positive, respectful relationships with students, families, and colleagues Strong interpersonal, collaboration, and teamwork skills Outstanding verbal and written communication skills Demonstrated ability to use student data to inform instruction, monitor progress and provide intervention/enrichment Commitment to creating an inclusive classroom environment that supports diverse learners Crisis Prevention Institute (CPI) training is preferred A passionate commitment to improving learning for all students Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function based interventions, and Behavior Intervention Plans (BIP) Extensive experience working with children with complex behavioral needs, including but not limited to, children with Autism Spectrum Disorders, Emotional Impairments, and Intensive Needs due to other factors including mental health and trauma Expert knowledge in research based instructional strategies and ability to implement them effectively Experience in training/collaborating with staff on behavioral interventions, functional behavioral thinking and trauma informed care.