Middle School Specialized Special Education Teacher: Intensive Behavioral Support and Interventioni

Position:Middle School Specialized Special Education Teacher: Intensive Behavioral Support and Interventionist (BSP/BIAP Teacher) 5-8 Behavioral Support Program/ Behavioral Intervention Academy ProgramGeneral Duties: Under general supervision the Intensive Behavioral Support Teacher and Interventionist also known as the Behavior Support Program/Behavioral Intervention Academy Program (BSP/BIAP) Teacher:Specialist for students placed in the behavior support program and other Thompson students needing extra BSP/BIAP is designed to provide the least restrictive option to all students at in the referral process in the Response to Intervention (RTI) team regarding students identified with social/emotional challenges. Assist with and developing data driven individualized interventions for all students struggling with social/emotional BSP/BIAP teacher will work with the team to ensure the correct level of support is provided for children entering and exiting social/emotional intervention and service (including ODP students)The BSP/BIAP teacher may provide direct remedial instruction in academic subjects cognitive processing and appropriate social skills. This may include a blended learning approach for content delivery of instruction. Will assist BSP/BIAP staff in assisting general education classroom teachers with appropriate curricula and the development of behavior management interventions and teacher will be a member in the developing and implementing appropriate behavior plans provide direct support and instruction to meet the behavior goals. The BSP/BIAP teacher will follow the regulations associated with IDEA FAPE and procedural safeguards and IEP development and implementation. Reports to:Principal and/or Director of Student ServicesQualifications:. Bachelors or Masters Degree in Special Education with valid certification from Rhode Island Department of certification in elementary education and/or content area AND special education preferred. Guidance or Counseling certification a work or professional development hours in social/emotional learning and working knowledge or experience in evidence base intervention of teaching experience with children identified with social/emotional challenges preferably in a public school knowledge and experience in RTI systems PBIS or other school based positive intervention such alternatives to the above qualifications as the committee may deem acceptable and Functions and Responsibilities:Provides an educational program for students in BSP/BIAP as defined in the students individual educational program (IEP).Developing and implementing an IEP and behavior plan for each child complimentary to his/her educational social and emotional strengths and weaknesses as defined through the multi-factored evaluation and IEP with service practice policies and procedures in respect of completing and maintaining individual pupil records and case collaboratively with the classroom teachers to interpreting the strengths and weaknesses of the students from the program that are struggling to meet the behavioral or social/emotional expectations in their mainstream classes without carefully with both Thompson and out of district placements in respect of the re-integration of pupils from outplaced in classroom intervention strategies and assisting the student access to the common core curriculum in the least restrictive environment with the least amount of modifications. Communicates regularly with parents and professional staff regarding the educational social and personal needs of the in screening evaluating and making recommendations regarding tiered intervention as well as the placement of student in the behavioral support program or behavioral intervention academy program. Support and work with a full range of teaching and support staff in the area of behavior managementCollaborate and help manage the entrance criteria and exit criteria for students receiving social/emotional and/or behavioral services through the RTI necessary data collection and progress monitoring for students in the program as well as students in the intervention status placed in the program. Demonstrates effective behavioral strategies for students placed in the behavioral support such other responsibilities as requested by Thompson Administration and/or Director of Student Services especially regarding intervention initiatives. Participates in professional growth activities through staff development in services workshops and higher Skills and Abilities:Strong communication skills especially regarding working with all stakeholders and outside experience in writing and implementing measurable social/emotional goals and experience in data collection and progress monitoring in social/emotional and behavioral experience in behavior intervention systems and developing plans using evidence base practices in social/emotional experience in de-escalation techniques and crisis experience in working with students that are in the acting out stages in a school environment. Must understand how to utilize a safe or agreed training in web based special education programs and records :Applications accepted through School Spring. Applicants are not to approach members of the Newport School Committee. Individual contact between applicants and School Committee members may constitute grounds for disqualifying an Students Opportunities and Access to the World Through Quality EducationAFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYERThe Newport School Department does not discriminate on the basis of race age sex religion sexual orientation gender identity or expression national origin color disability or veteran status.