Pay Grade: A-1
Period of Employment: 12 months
FLSA Status: Exempt
Supervised by and/or Reports to: Building Administrator and Supervisor of Special Education
General Responsibilities: Provide direct support for all K-12 schools’ instructional staff and specific students to enhance their behavioral knowledge and skills, creating a safe, responsible, and respectful learning environment.
(This list is intended solely as an illustration of the various types of work performed. The omission of specific duties does not exclude their addition if they are similar to or a logical extension of the position.)
•Develops Individualized Education Programs (IEPs), plans curriculum, develops individualized lesson plans, and prepares instructional materials that reflect understanding of the learning styles and needs of assigned students.
•Instructs teachers in all areas specified by the IEP.
•Develops and implements a variety of effective teaching and behavioral strategies and techniques to support students and the classroom.
•Plans, integrates, and utilizes technology for classroom instruction.
•Utilizes assistive technology and specialized equipment.
•Works with students to increase motivation, provides a consistent reinforcement to learning, assessment of level of functioning, and feedback to students for all learning activities.
•Develops and implements a plan for managing classroom behaviors in accordance with the student’s IEP using a variety of positive behavioral supports, to include Handle with Care.
•Participates in the development and implementation of Behavioral Intervention Plans using the Functional Behavior Assessment process.
•Administers, interprets, and reports standardized test results for purposes of evaluating educational progress and determining eligibility for special education.
•Participates in staff, department, and special education committee meetings as required.
•Participates in specialized staff development activities to improve job related skills and apply “best practices” in working with students with disabilities.
•Collaborates with general education staff and administrators to assess program effectiveness.
•Recommends instructional strategies.
•Uses positive reinforcement, shaping, prompt fading, and task analysis to drive progress.
•Ensures implementation of student’s required accommodations and/or modifications.
•Provides curriculum coordination between general and special education, and evaluates the student’s educational progress.
•Consults with general education staff and administration regarding instructional and behavioral strategies for assigned students in general education classes.
•Informs general education staff and administration of accommodations and modifications required by the students’ IEPs.
•Administers assessments, compiles, and analyzes data to design interventions and support.
•Demonstrates knowledge of and implements with fidelity research based instructional strategies and programs.
•Performs other duties as assigned.
Requisite Knowledge, Skills, and Abilities:
•Knowledge of federal, state, and local laws and regulations governing the education of students with disabilities.
•Knowledge of TEACCH strategies, PECS, Autism Spectrum Disorders and PBIS.
•Knowledge of policies and objectives of assigned autism/behavior programs and activities; the special needs and requirements of students with autism/behavioral deficits; applied behavior analysis techniques; data collection and analysis; intensive, systematic, and evidence-based interventions.
•Ability plan, develop, and coordinate programs and service delivery options to meet the needs of students diagnosed with ASD/behavioral deficits.
•Ability to communicate effectively, both orally and in writing.
•Ability to prepare comprehensive narrative and data reports.
•Ability to work effectively with a variety of stakeholders.
•Serves as a role model.
Requisite Education and Experience:
•Must possess a Master’s level degree or higher in a Behavior Analyst Certification Board (BACB) approved field.
•Must possess or be eligible for certification as a Board Certified Behavior Analyst.
•Minimum of 5 years of full time experience in a school setting.
Must have the use of sensory skills in order to effectively communicate and interact with other employees and the public through the use of the telephone and personal contact as normally defined by the ability to see, read, talk, hear, handle or feel objects and controls. Physical capability to effectively use and operate various items of office related equipment, such as, but not limited to: a personal computer, calculator, copier, and fax machine. Some climbing, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping, or repetitive motions required.
Manassas City Public Schools assures equal employment opportunities and equal education opportunities for employees and students as required by federal and state orders and laws. Reasonable accommodations may be made to enable individuals with disabilities to perform essential tasks.
This job description is intended to accurately reflect the position activities and requirements. It is neither intended to be, nor should it be construed as, an all-inclusive list of the responsibilities, skills, or working conditions associated with the position. The administration reserves the right to modify, assign, or remove duties as necessary.