Current jobs related to Autistic Behavior Interventionist - Charleston - West Virginia Department of Education

Position Type:
Special Education/Teacher

Date Posted:
7/24/2024

Location:
Central Office Itinerant

Date Available:
2024/2025

Closing Date:
07/30/2024

County:
Mason County Schools - website
JOB DESCRIPTION: Social Emotional support teacher

POSITION: Behavior/Autistic Intervention teacher

REPORTS TO: Building Principal Point Junior Senior High

Employment Term: 200 Days 24/25 school year

COMPENSATION: 200 Days based on Mason County Salary Schedule

Evaluation: Performance in this position will be evaluated by the building principal

Highly qualified Behavior/Academic Intervention Specialist with knowledge and skills necessary to assist teachers, Principals, and parents and systems through the application of positive behavior supports, research based academic interventions. The Behavior/Academic Specialist helps coordinate Functional Assessments of Behavior and Behavior Intervention Plan that address students' inappropriate behaviors and provide a means to help the students become more academically successful. Behavior/Academic Intervention Specialist also provides classroom and school-wide behavior management strategies and research based academic interventions for use in the classroom.

QUALIFICATIONS: • LDBDAUI ,

Preferred_ Minimum of five years' experience with working with "at risk" and/or "behaviorally challenged" students was an important responsibility for the position. • Expert knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior. • Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function -based interventions, and Behavior Intervention Plans (BIP). • Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students. • Expert knowledge in research based instructional strategies and ability to implement them effectively • Exceptional knowledge in the use of technology to support instruction • Demonstrate ability to plan and evaluate strategies for improving instruction • Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality • Demonstrates exceptional skill in the roles of a school leader: collaborator, action researcher, reflective practitioner, and learner advocate.

SCOPE OF POSITION: The Behavior/Academic Intervention Specialist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support program and academic support plans. . In addition, the Behavior/Academic Specialist works directly and aggressively with identified students to adopt behaviors that substantially increase their academic performance.., the Behavior/Academic Intervention Specialist will provide diversified strategies and activities specifically designed for targeted students.

Professional Responsibilities: The Behavior/Academic Intervention Specialist will: • Effectively support student acquisition of core curriculum and content standards identified by the State of West Virginia.

JOB DESCRIPTION: Behavior/Academic Intervention support Specialist

• Assist staff in: 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 student's 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; 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. • Promote highly specialized positive behavior interventions in which "at risk" students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice. • Use ongoing assessments to 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. • Create fair and equitable assessments to assess higher-order thinking and problem solving as well as individual skills, knowledge, and understandings. • 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. • 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. • Conduct conflict resolution and peer mediation sessions • Review behavior referrals and SWIS data reports • Participate in building level and/or grade level meetings, as appropriate • Consult with school social worker, PRIDE counselor, and teachers • Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices • Serve as a consultant to administrators, teachers, and parents • 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 perform other duties assigned by the building principal

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