Autism Specialist

Classification:                         Certified

Division/Department:            

Job Category:                          Special Education

FLSA:                                    

Title:                                       Autism Specialist

 

  • Qualifications: M.S. Special education

 

 

Reports To:                             Director of Special Education

 

BASIC FUNCTION/PURPOSE

Provides instructional methodology and behavioral support and training to teachers, children, and staff.  Responsible for the delivery of a structured environment that includes the use of diverse evidence-based strategies for the support of students with ASD.

 

           

CRITICAL SKILLS:

  1. Ability to maintain regular and good work attendance and come to work on time.
  2. Ability to work constructively and cooperatively with others.
  3. Ability to respond to information requests in a courteous, timely and helpful manner.
  4. Ability to manage job responsibilities while meeting established deadlines.
  5. Ability to access, input, and retrieve information from a computer.
  6. Ability to maintain confidentiality of student and staff information.

 

 

           

PERFORMANCE RESPONSIBILITIES

 

The Behavior Intervention Consultant will:

  • Plans and supports implementation of the essential components of an instructional program for students with ASDs to include: early intervention, predictability and structure, functional analysis of behaviors, development of behavior intervention plans and systematic data monitoring.
  • Provides support for the development of individualized student and family-centered educational plans in collaboration with school teams and district administrators.
  • Works as a member of the district’s Special Education Leadership Team and with members of school teams to assess student needs, determine appropriate interventions, set up appropriate progress monitoring plans, analyze student data and complete Functional Behavioral Assessments with Behavior Intervention Plans in order to provide appropriate behavioral supports for students.
  • Trains and coaches staff in instructional strategies around executive functioning and social cognitive deficits consistent with a diagnosis of ASD
  • Trains and coaches staff in appropriate use of visual supports and environmental modifications to meet the educational needs of students with ASDs.
  • Assists in the implementation of individualized transition plans to ensure that students receive skills necessary for successful full-time re-entry in general education classrooms and for transition to district middle or high schools.
  • Provides crisis response and management for students who are experiencing significant behavioral and emotional challenges.
  • Keeps appropriate records and inform administration and staff of student or family contacts.
  • Assist staff in: defining and measuring behavior; understanding principals of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
  • Facilitate team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment.
  • Facilitate team meetings that: design Behavior Intervention Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; 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.
  • 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 implantation of positive behavior support in their classrooms.
  • 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.
  • Conduct conflict resolution and peer mediation sessions.
  • Participate in building level MTSS team and/or grade level meetings, as appropriate.
  • Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices.
  • Organize and schedule time commitments to meet demands of the job.
  • Provide leadership to others through example and sharing of knowledge/skill.
  • Work closely with staff to coordinate, manage, assess needs, determine student assignment and work systems in regards to special education autism/lifeskills programs.
  • Trains and coaches staff in appropriate use of structured teaching, visual supports, and environmental modifications to meet the educational/vocational needs of students with ASD and other disabilities.
  • Assist in the implementation of the TEACCH Transition Assessment Profile (TTAP), helping create transition plans to ensure that students develop skills necessary for successful vocational transitions into adult life.
  • Works as a member of the District Autism Team, helping complete autism screenings and evaluations.

 

 

 

Term of Employment:            Teacher contract

 

Salary Range:                         Determined by placement on teacher salary schedule

 

Evaluation Frequency:            Job performance will be evaluated a minimum of 1 time per year.

 

 

 

 

                                                      An Equal Employment/Educational Opportunity Agency

The LCNCK does not discriminate on the basis of sex, or employment in, its programs or activities.  Any requests for accommodations or questions regarding LCNCK compliance with Title VI, Title IX, ADA, or Section 504 may be directed to the Coordinator, who is the Director of the Cooperative.  The Director can be reached at 785-243-3294.  The Assistant Secretary for Civil Rights, U.S. Department of Education, is also available.

Concordia USD 333

Concordia USD 333

Concordia USD 333

Concordia USD 333

Job Start Date: August-1-2019
Applications Due By: May-5-2019

Job Contact Information

Alicia Fraley - alicia.fraley@usd333.com - 785-243-3518

Employer Information

Concordia USD 333 www.usd333.com

 

Concordia Public Schools, located in North Central Kansas, provide services for more than 1,100 students in Preschool through the 12th grade . Grade configuration includes:  Concordia Elementary School - Grades Pre-K-4; Concordia Middle School- Grades 5-6 and Concordia Jr./Sr. High School-Grades 7-12. USD 333 is also the host district for the Learning Cooperative of North Central Kansas, which provides special education services for area school districts. Services include high quality educational opportunities, as well as a wide variety of extra curricular offerings. The schools offer more than 30 clubs, organizations and sports for student participation, and has produced 31 National Merit Finalists.

USD 333 is committed to creating and maintaining an environment that ensures engaged learning, effective teaching, and trusting relationshipsso that all members of the school community reach their highest level of academic achievement.

The district is an equal opportunity employer and shall not discriminate in its employment practices and policies with respect to hiring, compensation, terms, conditions, or privileges of employment because of an individual’s race, color, religion, sex, age, disability or national origin.

           Inquiries regarding compliance may be directed to Superintendent, 217 W 7th St, Concordia, KS 66901-2803, (785) 243-3518 or to:

Equal Employment Opportunity Commission OR   Kansas Human Rights Commission

400 State Ave., 9th Floor                                     900 SW Jackson, Suite 568-S      

Kansas City, KS 66101                                        Topeka, KS 66612-1258

 

 

 

 


Employer Address: 217 West 7th Street Concordia, Kansas


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