Teacher Special Education Centralized Behavior Program 25-26

Position Description

Essential Duties and Responsibilities

Service Delivery

• Hold a strong background or desire to work successfully with students with significant emotional, behavioral and cognitive disabilities, which can include extreme physical and/or verbal aggression to self and/or others
• Is knowledgeable and can apply research-based curriculum and interventions for students based on their emotional needs, including conducting daily, research-based Social Emotional Learning (SEL) lessons on a daily basis
• Conduct instructional activities which promote and develop successful learning, for multiple grade levels of students
• Provide consistent expectations and routines to facilitate a highly-structured environment
• Can serve as a positive role model for students by demonstrating skills from which students can emulate
• Demonstrate exceptional interpersonal relationship and professionalism with students, staff, parents and administrators
• Document ongoing student progress daily, retain and maintain accurate records, including but not limited to daily and weekly progress/activity summaries to parents of students in the program, as well as regular data collection on IEP targets and behavior (skill development and mastery)
• Administer and analyze student assessment appropriately, including but not limited to informal criterion/norm referenced assessments, such as Ren360, ABLLS, and other informal assessment measures
• Prepare, organize and implement lesson plans that are developmentally age-appropriate and individualized, based on the student IEPs, including behavior intervention plans and adaptations of materials and curriculum
• Use appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning
• Provide behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies)
• Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming themselves or others
• Implement Applied Behavior Analysis interventions under the supervision of a Board Certified Behavior Analyst (BCBA) as part of the need for each individual student
• Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) may be more than 50% of the work day

• Safeguard confidentiality with regard to students with disabilities
• Provide instruction and other professional activities which are consistent with the requirements of state and federal laws
• Prepare paperwork for and actively participate in Admission, Review, Dismissal (ARD) meetings
• Adhere to all federal, state and local laws, regulations and policies
• Maintain appropriate documentation and conduct tasks related to the District's Medicaid reimbursement program

• Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Independent Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS), which include but are not limited to Present Leve