***This position is posted for the balance of the year for the 2024-2025 School Year***

Job Title: Autism Behavior Specialist

Reports to: Director of Special Education

Term of Employment: 186 days**ororated from start date 

Classification:  Certified

Dept./School: Special Education 

Primary Purpose: 

Provide evaluation, assessment, academic and behavioral instruction, and curriculum supports using research-based/evidence-based practices for students with autism spectrum disorder (ASD) and other identified students in a variety of settings. Supports school teams, families, and other support staff through professional development, consultation, technical assistance, and modeling of best practices. 

Education/Licensure/Training/Testing Required/Bonding:

Master’s degree or higher in Special Education from an accredited college or university preferred.

Current Oregon Teacher license issued by Teacher Standards and Practices Commission (TSPC) or other applicable state board certification. Oregon Fingerprint and Criminal background check clearance.

Valid Oregon Driver’s License.

Experience

Three years successful teaching experience supporting students with Autism Spectrum Disorder Previous experience working with diverse cultures, teaching styles and successful program models with a focus on inclusive, collaborative models.

Demonstrated expertise in research based instructional and behavioral intervention strategies for students.

Knowledge, Skills, and/or Abilities Required

The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Knowledge of: Oregon curriculum, grade level expectations and initiatives; online document sharing programs and how to effectively use them to communicate information with others; assessment instruments and interpretation of test results.

Skills to: Work in a fast-paced, flexible environment; maintain flexibility with changing priorities and responding to staff and student needs. Design/develop/implement appropriate professional development.

Interpersonal Skills: Strong interpersonal skills with demonstrated ability to work effectively with adults from a variety of backgrounds. Focus on resolving conflict; effective listening skills; keep emotions under control; remain open to others’ ideas; contribute to building a positive team spirit.

Language Skills: Communicate fluently in English, verbally and in writing. Effectively present information and respond verbally and in writing to common inquiries from students, parents, administrators, and school staff.

Reasoning Ability: Compile and analyze data; solve practical problems and manage a variety of concrete variables in situations where only limited standardization exists. Interpret a variety of instructions furnished in written, oral, diagram or schedule form. Synthesize information from many sources to inform programmatic changes.

Ability to: Develop individual education plans; complete a case study; work independently; be flexible and work under time constraints. Use word processing software, student management systems, E-mail, and the Internet. Use Excel and Word for data analysis and record keeping; use technology for presentations and display of data. Maintain records; establish and

maintain cooperative working relationships with students, building staff, and other district personnel; meet schedules and deadlines.

Essential Job Functions:

Due to the specialized responsibilities of this position, while the teacher is accountable for success in all essential job functions of a regular classroom teacher, the primary essential functions for the Autism Behavior Specialist position are listed below.

Program Implementation

1. Assist with the development and implementation of an individual education plan (IEP) for eligible students with ASD and other identifies behavior needs, including those with a variety of disabilities.
2. Administer assessments, conduct observations, and gather information as requested.
3. Identify students’ needs and makes recommendations on appropriate instruction and program changes and/or other supports to address student needs.
4. Assist in functional behavior assessments and designing and implementing behavior support plans.
5. Demonstrate leadership in guiding the IEP team in determining eligibility, designing goals, and identifying appropriate interventions. Apply a variety of strategies that facilitate team effectiveness (e.g., collaboration, problem-solving, leadership, meeting management, and conflict resolution).
6. Consult with school staff working with students eligible under ASD in the following areas: communication, behavior, self-management, organization, use of visual systems, sensory needs, social skills, and designing the physical environment for multiple settings including, but not limited to the general education classroom, gym, playground, cafeteria, and special classrooms.
7. Act as a resource by developing or providing materials, conducting professional learning activities, and disseminating information regarding current technical/instructional strategies.
8. Assist in the proper referrals of individuals to agencies and specialists in the community, as appropriate.
9. Conduct, participate in, and/or contribute to IEP, multidisciplinary teams, and placement team meetings.
10. Summarize evaluation activities, assessment data, interpretation of data, and recommendations in a variety of ways, including written reports at team meetings.
11. Communicate effectively with all K-12 staff members and families of the Reynolds School
12. Maintain the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. Use or relay personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
13. Demonstrate an awareness, appreciation, and respect for diverse cultures and individual differences for students, parents, and employees; show ability to identify culturally relevant issues and to implement services in a proper manner. 
14. Utilize effective, proactive behavioral management skills in all school settings.
15. Be responsive to feedback from colleagues and administrators and is able to apply feedback to improve skills and services to students.
16. Maintain ongoing communication with parents, teachers and Educational Support Services in the planning, implementation and monitoring of programs, including behavior issues and plans.
17. Assist the administration in implementing all policies and/or rules governing student conduct, develops reasonable rules of classroom behavior and procedure, and maintains order tin the classroom and school in a fair and just manner.
18. Ensure required reporting processes are completed in the event of a student restraint or seclusion.

Professional Development

1. Support the orientation of new SPED teachers in effective education of students with disabilities and in case management following state and district policies and procedures. 
2. Determine, prepare, and facilitate specific, relevant professional learning for teachers, administrators, and/or classified staff on topics related to autism and other behavior strategies for supporting students with disabilities.
3. Share and model information regarding “best practices” for intervention, evaluation and program planning in the field of positive behavior intervention.
4. Provide outcome-based professional learning and follow-up activities for school teams, families and others on a variety of topics related to the learning needs of students with disabilities.
5. Keep abreast of laws, rules, policies, and trends regarding students with disabilities.  

Instructional Leadership

1. Provide communication between building staff and district staff for the purpose of effectively implementing the district’s programming for students with disabilities. 
2. Collaborate with district leadership team in program development and building capacity district wide. 
3. Coordinate access to district level resources for support when needs arise through collaboration with SPED teachers.
4. Perform as a positive, reflective, collaborative, and pro-active member of the Special Education team and assist in establishing and maintaining an effective learning climate in the school.
5. Collaborate with SPED to set and meet department goals focused on outcomes for students with disabilities. 

Other Duties

1. Meet district standards for performance and and attendance.
2. Perform other related duties as needed. 

Mental Demands/Physical Demands/Environmental Factor Essential Requirements: 

Tools/Equipment Used: Standard office equipment including district assigned computers, peripherals, and technology

Posture: Prolonged sitting; standing and walking for extended periods of time; occasional bending/stooping, pushing/pulling, and twisting; kneeling, bending at the waist, and reaching overhead, above the shoulders and horizontally, to retrieve and store files and materials, and lifting light objects

Motion: Repetitive hand motions and fingers to operate equipment including frequent keyboarding and use of mouse; reaching/handling/manual dexterity

Sensory: Speaking to exchange information; talking/hearing conversations and other sounds; visual acuity/depth perception with or without accommodation; frequent near acuity; occasional far acuity; vision to read printed materials, computer screens or other monitoring devices

Lifting: Lifting and carrying (up to 15 pounds) to move training materials and physical strength to move chairs, and tables to arrange training spaces when needed

Strength: Moderate to extensive degree of physical stamina with the ability to restrain students when necessary; ability to physically lift or move a student on a regular basis

Environment: May work prolonged or irregular hours; frequent district-wide travel; occasional statewide travel and out-of-state travel; remote work may be required; work can be both physically and emotionally fatiguing; possible exposure to bodily fluids due to student injury and illness

Mental Demands: Work with frequent interruptions; maintain emotional control under stress.