Behavior Instructional Specialist

Pay Grade: 820 (Min $340.54 per day)

Work Days: 185

Collaborate with the Special Education Department and school campus staff to provide support, training and modeling for special education classrooms in the area of behavioral interventions for students with disabilities.

• Education/Certification
  • Master's Degree in Education/Special Education (preferred)
  • Valid Texas teaching certificate with required endorsements or training for subject and level assigned (or other related license, e.g., LSSP, SLP, BCBA)
  • Board Certified Behavior Analyst (BCBA) (preferred)
  • Crisis Prevention Institute (CPI) Trainer (preferred)
• Special Knowledge/Skills
  • Working knowledge of federal laws, state guidelines and local district policies related to students in special education
  • In-depth knowledge of class-wide interventions and specialized instructional strategies for teaching students with special needs in the areas of behavior
  • Ability to provide staff development sessions in the area of behavior
  • Ability to work as a consultant to coach and model effective instructional, communication and behavior intervention strategies for students with special needs
  • Strong organizational, communication, and interpersonal skills
• Experience
  • Minimum three (3) years teaching (or other school-based) experience with students with special needs (other relevant experience working directly with children with significant behavior challenges may be allowed to substitute for school-based experience)
  • Previous experience working with students who have significant behavior needs
• Major Responsibilities and Duties
  • Assume responsibility for the organization and operation of work within the area of supporting students and staff working with special education students following federal program guidelines as directed by the district and as specified in 34 Code of Federal Regulations §300.208 (a)(1)
  • Provide campus consultation support through coaching/modeling or providing training (district or campus-based) to support the implementation of classroom quality indicator components (e.g., developing classroom schedules, creating materials, developing procedures/expectations, reinforcement systems, etc.) for campus staff who work with students with special needs in the areas of social/emotional functioning, academics, communication, and/or behavior
  • Collaborate with the Special Education Leadership Team, Curriculum Coordinators and campus staff regarding implementation of evidence-based strategies
  • Support consultees in the development and implementation of FBA/BIPs for students with behavioral needs
  • Monitor compliance with district proficiency standards and indicators
  • Provide support for campus staff regarding instruction of students with special needs
  • Collaborate with consultees to help them identify and implement evidence-based communication, social, emotional, and behavior programming
  • Review student’s Full Individual Evaluation (FIE), Functional Behavior Assessment (FBA), or other assessment information and use the results to help consultee teachers develop accommodations/modifications, Behavior Intervention Plans (BIP), and Student Safety Plans
  • Obtain and maintain Crisis Prevention Institute (CPI) Texas Behavior Support Initiative (TBSI) training and coach/model to build the campus Core Team’s capacity for responding to crisis situations and maintaining safety
  • Participate in after school debriefing as post-vention following significant crisis events or as part of weekly team meetings when supporting centralized district classrooms
  • Help campuses effectively implement educational programming in the least restrictive environment for students with disabilities through a well-defined system of universal, targeted, and individualized behavioral programming
  • Collaborate with campus staff to enhance their skills in the collection, maintenance, graphing, and analysis of students’ academic and behavior data in order to monitor and evaluate student progress, intervention effectiveness, or other necessary progress documentation
  • Collaborate with consultees and other program-related service providers to develop IEP’s, FBA’s, behavior intervention plans, Student…