8079 - Special Education BCBA Behavior Analyst

Primary Purpose

Support the district mission and strategic plan by providing leadership, expertise in training, problem solving, and support to teachers, administrators, parents, and students served by special education.

Qualifications

• Special Education Certificate
• Master's Degree
• Principal Certificate, preferred

Special Knowledge and Skills

• Proven success as a classroom teacher
• Experience in curriculum development, including the development of individualized education programs (IEPs) for students served by special education
• Knowledge of special education compliance
• Knowledge of varied, evidence-based instructional strategies that address the needs of struggling students and students who receive special education services
• Knowledge/experience in crisis prevention intervention
• Ability to provide staff development training as well as training to parents
• Knowledge of and experience with evidence-based strategies for working with students with autism
• Experience in setting up and using data monitoring systems for student outcomes related to social skills progress
• Ability to demonstrate a thorough understanding of the instructional/learning process
• Strong communication, public relations, and interpersonal skills experience
• Experience in developing and delivering professional development for the facilitation of adult learning
• Knowledge in supporting students with severe basic reading difficulties and/or dyslexia
• Experience with implementation of supplemental reading intervention curriculum

Experience

• Five years experience as a special education classroom teacher
• Leadership roles in educational settings, preferred

Major Responsibilities and Duties

• Provides instructional methodology and behavioral support and training to teachers, students, and staff.
• Responsible for supporting teachers in developing structured classroom environments that includes the use of diverse evidence-based strategies.
• Plan and support implementation of the essential components of an instructional program for students with disabilities to include early intervention, predictability and structure, functional analysis of behaviors, behavior intervention plans and systematic data monitoring.
• Work with members of school teams to assess student needs, determine appropriate interventions, set up appropriate progress monitoring plans, analyze student data, Functional Behavioral Assessments with Behavior Intervention Plans in order to support teachers with appropriate behavioral support for students.
• Train and coach staff in evidence-based instructional strategies around executive functioning and social cognitive deficits.
• Lead teachers in curriculum development and alignment, including the identification of objectives, the incorporation of instructional strategies, and the use of relevant assessment for students with disabilities.
• Work in conjunction with special education teachers to ensure the needs of students are met utilizing varied instructional strategies that meet the learners' needs according to the IEP.
• Assist teachers, administrators, parents and students in solving problems and, occasionally in the mediating differences of opinion.
• Maintain and share current knowledge base of results-driven research and related curriculum developments.
• Assist in the investigation and acquisition of instructional materials (including technology hardware and software) to support learning outcomes.
• Assist campus staff with developing appropriate IEP based on data.
• When appropriate, assist with decision-making regarding statewide assessment participation of students with disabilities.
• Attend parent meeting, staffing, and/or ARD meetings as needed.
• Provide training to include but not limited to: crisis prevention intervention (CPI), Positive Behavior Supports, In-Home and/or Parent Training, and content areas skills such as reading instruction.
• Provide guidance to teachers regarding program options, methods of instruction, and federal/state requirements in special education.
• Personally deliver and secure consultants for staff development opportunities tailored to specific needs of the district, campuses in particular, and individual teachers when necessary.
• Arrange for physical needs accompanying staff development programs (site, materials, refreshments, advertisements, registration, fees, etc.).
• Provide an information and communication link between the district and the Texas Education Agency, Region 4 ESC, the Harris County Department of Education, professional organizations, and other agencies and organizations.
• Assist teachers and principals upon request in budgetary decisions to support instructional needs.
• Model professional standards.
• Assist with the T TESS Appraisal System, serving as the "Second Appraiser" when necessary.
• Ensure compliance with federal and state guidelines in program administration while encouraging campus flexibility within guidelines.
• Compile and maintain reports, records, and other documents as necessary.
• Support and adhere to district policies and procedures, including all expectations of employee and student conduct.
• Other duties as assigned.

Working Conditions

Mental Demands: Ability to communicate effectively (verbal); maintain emotional control under stress; interpret policy, procedures, and data; coordinate district functions

Physical Demands: Frequent prolonged and irregular hours; repetitive hand motions; prolonged use of computer, steady phone interactions, moderate standing, walking and bending