Special Education Teacher: Focus on Behavior Intervention

DESCRIPTION: Special Education Teacher with expert skills in Behavior Intervention and knowledge of providing behavior supports.
Skilled in conducting FunctionalBehavior Assessments, drafts Behavior Intervention Plans for team input and development, and helps coordinateand implment Behavior Intervention Plans that address students inappropriate behaviors.
Designs strategies to help student practice and acquire appropriate replacement behaviors, and provide a means to help the students become more academically successful.
Special Educaiton Teacher/ Behavior Specialist consutts with speical education teacher, general educaion teachers, and para professionals.
Skilled in modeling the implementation of stratgies with specific students or groups of students.
Specialist may also provide classroom and school-wide behavior management strategies throughout the Emmett School District.
QUALIFICATIONS: Bachelor's Degree in Education, (Speical Educuation Preferred), Psychology, Social Work, Counseling or related field with documented focused training on behavior.
Minimum of three years successful classroom/school based experience in which individual has worked with at risk and/or behaviorally challenged students.
Valid and up to date Idaho Teaching Certification (or IdahoPupil Personnel Certification).
Exceptional Child K-12 Certfication.
Preferred; BCBA Certification (Board Certified Behavior Analyst) or equivalent Certification in Behavior Intervention showing successful completion of a Behavior Specialist Certificate Program.
Expert knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior/targeting appropriate replacement behaviors.
Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function based interventions, and Behavior Intervention Plans (BIP).
Expert knowledge in research based behavioral intervention strategies and ability to implement them effectivelyExpert ability to model and teach effective research based interventions to teachers and para professionals as well as an effective method of monitoring effective implementation through frequent and consistent check in systems.
Exceptional knowledge in the use of assessment and assessment data to inform interventions and effective implementation and adjustments of Behavior Intervention Plans for individual students.
Effective development of data tracking, analysis, and usage to drive interventions.
Exceptional knowledge in the use of technology to support behavior intervention implementation as well as data tracking and analysis.
Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a realityDemonstrates exceptional skill in the roles of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocateSCOPE OF POSITION: Special Education / Behavior Specialist provides leadership and direction at individual student, classroom, and the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support programs.
In addition, works directly and aggressively with identified students to adopt behaviors that substantially increase successful access to educational environments, improve appropriate engagement in learning activities and social interactions, as well as their academic performance.
These students are the highest at risk students exhibiting negative and inhibitive behaviors who have been identified in RTI, MDT, and IEP process as requiring substantial supplemental behavior intervention and support.
Under the supervision of the Buliding Principal and Director of Special Education/Services, the Behavior Intervention Specialist will provide diversified strategies and activities specifically designed for targeted students.
Professional Responsibilities: The Speical Education Teacher/ Behavior Intervention Specialist will: Organize and run behavior intervention classroom with pullout (self-contained) and push out special educaoiion and behaivoral interventionsand supports.
Train, direct, and oversee Behaviior Paraprofessionals.
Assist staff in: Identifying, 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 students, 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; Classroom and 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.
Conduct Professional Development Trainings and collaboration.
Promote highly specialized positive behavior interventions in which at risk students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice.
Complete Medicaid Billing in timely and correct manner.
Use ongoing assessments to monitor and 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.
Model good assessment processes that assist students in assessing their own work and behavior.
Provide recognition of a variety of student accomplishments and positive behaviors.
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.
Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
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, as well as to maintain a high level of skill and knowledge of current research and practices.
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.
Engage teachers in the devleopment of BIP to create realistict and applicable plans.
Conduct conflict resolution and peer mediation sessions.
Review behavior referrals and data reports.
Participate in building level RTI, MDT, and PLC teams and/or grade level meetings, as appropriate.
Effectively support student acquisition of core curriculum and content standards identified by the State of Idaho and the Emmett School District.
Consult with School Psychologists, School Counselors, Teachers, and other school staff/personnel.
Serve as a consultant to parents, administrators, teachers, and other school staff/personnel.
Organize and schedule time commitments to meet demands of the job.
Comply with all safety policies, practices and procedures; report all unsafe activities to supervisor and/or Human Resources.
Participate in proactive team efforts to achieve district, building, departmental and/or grade level goals.
Provide leadership to others through example and sharing of knowledge/skill.
Please apply online at www.
emmettschools.
org/jobs