JCSSA Behavior Interventionist Teacher

About the role

To provide special education students and regular education 504 and RTI students who present with severe emotional and behavioral needs with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth.

Responsibilities

• Create classroom environments conducive to learning and appropriate for the physical, social, and emotional development of students.
• Plan and implement appropriate instructional and behavioral intervention strategies to assist students who exhibit severe behaviors.
• Implement an instructional, therapeutic, or skill development program for assigned students.
• Employ a variety of behavior intervention strategies to facilitate positive behavior change for special education, 504, and RTI students.
• Provide social skills instruction, training, and/or programs in replacement behaviors to assigned students to make positive and appropriate changes.
• Collaborate with campus and district staff to develop and implement behavior intervention plans for assigned students.
• Implement, support, and maintain a daily instructional and behavior data collection for assigned students.
• Collaborate with campus and district staff to analyze behavior data to make on-going changes to behavior modification system and/or behavior intervention plan.
• Participate in ARD Committee meetings upon request.
• Conduct assessment of student learning styles and use results to plan for instructional activities or revisions to the behavior modification system.
• Provides follow-up on each case assigned within thirty days and a written report is submitted on the follow-up consultation. This is to ascertain the effectiveness of the implemented strategies.
• Present subject matter according to guidelines established by IEP.
• Manage student behavior appropriately. This includes intervening in crisis situations and physically restraining students as necessary according to IEP/BIP.
• Consult with campus, district, and JCSSA staff regarding education, social, medical, and personal needs of students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Provide training to teachers and paraprofessionals on appropriate assessment, development, and implementation of positive behavioral intervention.
• Conduct ongoing assessments of student achievement through interviews, observations, consultations, communication with parents and teachers, and Functional Behavioral Assessments.
• Maintain a record for each student.
• Be a positive role model for students; support mission of school district.
• Establish and maintain open lines of communication by conducting conferences with campus staff, district staff, parents, and students.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective communication skills to present information accurately and clearly.
• Participate in staff development activities to improve job related skills.
• Keep informed of and comply with federal, k state, district, and school regulations and policies for special education teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.

Qualifications

• Bachelor's degree from accredited university
• Master's Degree in Education/Special Education (preferred)
• Valid Texas teaching certificate with required special education endorsements for assignments
• CPI trained (preferred)
• Special Knowledge/Skills:
• General knowledge of curriculum and instruction
• Knowledge of the IEP committee process, goals setting and implementation of IEP
• Display professionalism in dealing with students, campus staff, and parents
• Understanding of behavior disorders and autism
• Has developed and implanted data collection systems
• Developed and implemented behavior intervention plans
• Knowledge and understanding of principles of applied behavior analysis
• Self-starter - able to work without day to day supervision

Skills

• Knowledge of the IEP committee process, goals setting and implementation of IEP
• Display professionalism in dealing with students, campus staff, and parents
• Understanding of behavior disorders and autism
• Knowledge and understanding of principles of applied behavior analysis
• Self-starter - able to work without day to day supervision