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Title: Exceptional Children Program Specialist
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Reports To Executive Director of Exceptional Children’s Programs
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Terms of Employment: 12 months
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Salary: Teacher Salary Schedule
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FLSA Status: EXEMPT
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Under general supervision, performs various professional tasks to coordinate activities in an area, such as Exceptional Children’s Services for Orange County Schools, which focuses explicitly on behavior and Autism Spectrum Disorders. This position aims to assist schools and teachers in understanding students exhibiting behaviors that impede their academic success while coaching school staff in developing Functional Behavior Assessments and implementing Behavior Intervention plans, IEP goals, data collection systems, and de-escalation strategies. Work involves functioning as a consultant to schools and parents, providing leadership in behavior and Autism Spectrum Disorders to produce positive growth in achievement for students with disabilities. Additionally, the Program Specialist will be able to guide IEP teams with implementing required policies and procedures affecting Students with Disabilities and assist with addressing federal statutory and state requirements' impact on procedural and instructional accountability.
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Qualifications:
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-Hold a Bachelor's degree in Special Education or a related field (required)
-Hold Master's degree in Special Education, preferred
-Hold current licensure in General Education (preferred)
-Experience related to Multi-tier System of Supports
-Minimum 5 years of teaching experience, with a focus on students with Autism or behavior disorders
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Essential Job Functions:
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-Provide coaching/consultation to school personnel, the behavior liaison, and behavior support assistants regarding student behavioral support.
-Monitor PRC 29 students and complete documentation of support provided. ? Support the development and implementation of Individualized Educational Plans (IEP), Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP) for students identified as PRC 29 and for students in the therapeutic classrooms
-Attend IEP meetings as needed.
-Conduct classroom observation, provide feedback regarding strategies/interventions, and ensure interventions are evidence-based/research-based.
-Collect data on student behavior as needed.
-Assist with providing training on evidence/research-based practices to school staff and behavior support staff working
-Coach the Behavior Technicians working with PRC 29 students and consult with your supervisor regarding their work performance.
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-Collaborate with your supervisor to prepare the required documents for PRC 29
-Collect and enter required data into ECATS regarding students identified as PRC 29. ? Provide coaching/consultation to staff in the therapeutic classrooms regarding behavioral strategies/interventions.
-Attend professional development, as required.
-Maintain Non-Violent Crisis Intervention (CPI) trainer certification
-Develop and implement a district-wide behavior/autism problem-solving team. ? Perform other duties as deemed necessary by your supervisor.
District Initiatives-supports the following initiatives:
-On-going professional development on applying the general education curriculum to students with disabilities in behavior and Autism Spectrum Disorders? PRC 29
-Audits of Special Education files with follow-up monitoring and Professional Development
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Additional Duties and Responsibilities:
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-Provides, as requested, professional development to school-based staff on a variety of topics
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Physical and Cognitive Requirements:
Must be able to exert negligible force to move objects; classification consistent with light work. Nonviolent Crisis Intervention (CPI) certification training may require that you physically restrain or assist with the physical restraint of a student who is at imminent risk of harming him/herself or others. Note: Physical restraint for any student is only a last resort. |