Job Title: Lead Behavior Specialist

Reports To: Executive Director for Special Populations

Department: Special Populations

Exemption Status: Exempt

Pay Grade: AP2

Work Calendar: 197 days

Primary Purpose:

To provide expertise analysis and behavior analytic services to support the development and implementation of district-wide behavior supports and systems to improve student behavior and achievement. To assist with implementing Little Elm ISDs Special Education services as determined by the state law in direct compliance with the Individuals with Disabilities Education Act of 2004.

Qualifications: Education/Certification:

• Masters degree in Behavior Analysis Special Education or a Related Field
• Board Certified Behavior Analyst Certificate preferred or equivalent
• Three years of supervisory behavior-analytic experience preferred
• Three years of experience in a K-12 school environment preferred
• Experience in program development and implementation preferred

Special Knowledge/Skills:

Knowledge of federal and state special education law and Section 504

Understanding of the individual needs of special needs students

Experience with ARD/IEP management systems preferred

Experience with technology and its current and future use with special populations programs

Ability to communicate with all levels of special needs students and their parents

Ability to implement policy and procedures

Ability to interpret data

Ability to train and model strategies and techniques to others

Strong organizational communication and interpersonal skills

Experience:

• Three years of supervisory behavior-analytic experience preferred
• Three years of experience in a K-12 school environment preferred
• Experience in program development and implementation preferred

Major Responsibilities and Duties:

Instructional Leadership:

1. Assist with directing and monitoring district compliance with IDEA.
2. Guide and coordinate campus implementation of IDEA procedures and behavior interventions.
3. Oversee the completion of functional behavior assessments including records review classroom observations and interviews with administrators teachers paraprofessionals parents and others.
4. Supervise the creation of written reports documenting the results of the assessment and review with administrators teachers paraprofessionals parents and others.
5. Guide and coordinate data collection methods that are minimally intrusive on teacher time and effort as much as practicable.
6. Provide in-service training for district staff and parents on behavior intervention plans and data collection methods.
7. Monitor for accuracy of data collection and implementation of behavior intervention plans and provide feedback.
8. Analyze data and make changes to the behavior intervention plans as required.
9. Provide in-service training for district staff parents and community groups supporting implementation of evidence-based practices.
10. Serve and/or attend committees job-related meetings and activities as specified.
11. Pursue professional development activities that align with district goals and initiatives and current professional research.
12. Comply with policies established by federal and state law State Board of Education rule and local board policy in the areas of assessment placement and planning for special education services.

Administration:

1. Demonstrate high expectations for campus level administrative and instructional staff(s) and students in meeting behavior goals for identified students.
2. Monitor and assist target schools in developing behavior strategies to enhance students opportunity for success.
3. Obtain and use data to evaluate findings (including student achievement data) to examine curriculum and instructional program effectiveness to meet the needs of identified students.
4. Keep informed about current trends and practices in behavior analytic technologies disseminate professional information and materials to key stakeholders.

Personnel Management

1. Select train and supervise staff as directed.
2. Evaluate job performance of employees to ensure effectiveness.

Communication of Information

1. Communicate information to parents and the community.
2. Perform other duties as assigned.

Professional Growth and Development

1. Participates in professional development activities to maintain current knowledge of rules regulations and practices.
2. Attends coordinates community/professional meetings conferences as assigned by supervisor.
3. Seeks accepts and responds to evaluate feedback.
4. Actively participates in professional organizations/activities.
5. Takes the initiative to provide leadership in addressing challenges.

Miscellaneous

1. Oversees the appropriate referral evaluation identification placement and implementation of the IEP in the least restrictive environment for children with disabilities.
2. Oversees the implementation of a multi-tiered model of behavioral interventions and supports.
3. Assists with developing curriculum and instructional plans for students with special needs for behavioral support.
4. Participates in due process proceedings as needed.
5. Provides appropriate professional development and resources for administrators teachers and parents. 6. Conducts Functional Behavior Assessments
6. Supports teachers and teams in the development and implementation of behavior intervention plans.
7. Supports teachers with materials resources and curriculum; including but not limited to social skills social-emotional character development and intensive behavioral interventions that are specially designed instruction.

Supervisory Responsibilities:

• Ability to communicate effectively (verbal and written)
• Interpret policy procedures and data
• Analyze and interpret student assessment and behavior data
• Coordinate district functions
• Evaluate and support the professional growth of assigned staff

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

• Ability to communicate effectively (verbally and written); interpret policy and procedures
• Work with frequent interruptions; maintain emotional control under stress
• Daily travel between campuses
• Ability to interpret and implement TEA rules and regulations
• Occasional district wide and statewide travel
• Frequent prolonged and irregular hours
• Posture: Prolonged sitting; occasional bending/stooping pushing/pulling twisting
• Motion: Repetitive hand motions frequent keyboarding and use of mouse
• Lifting: Occasional light lifting and carrying (under 15 pounds)
• Physical Demands: Work with staff and students may require physical intervention during crisis situations including physical restraint

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Approved by: Date:

Reviewed by: Date:

Little Elm ISD does not discriminate against any employee or applicant for employment because of race color religion sex national origin age disability military status genetic information or on any other basis prohibited by law. Additionally the District does not discriminate against an employee or applicant who acts to oppose such discrimination or participates in the investigation of a complaint related to a discriminatory employment practice. Employment decisions will be made on the basis of each applicants job qualifications experience and abilities.

El Distrito Escolar Independiente de Little Elm no discrimina a ningún empleado o candidato a empleo por razón de raza color religión sexo nacionalidad edad incapacidad estatus militar información genética o de cualquier otra razón prohibida por ley. Además el distrito escolar no discrimina a ningún empleado o candidato a empleo que actúe oponiéndose a ese tipo de discriminaciones o que participe en la investigación de una queja relacionada con alguna práctica discriminatoria en la contratación. La toma de decisiones respecto a una contratación se hará en función de las calificaciones experiencia y habilidades del candidato

Required Experience:

IC