Special Education Intervention Specialist

Primary Purpose:

Provide districtwide instructional and behavioral support to improve outcomes for students with disabilities. Support campus staff through coaching consultation and professional learning focused on evidence-based instructional and behavioral practices. Promote consistent implementation of special education supports inclusive practices and high-quality services aligned with federal state and district requirements across campuses.

Qualifications:

Education and Certification

• Bachelors degree from an accredited university
• Masters degree in special education education psychology behavior analysis or related field (preferred)
• Valid Texas teaching certificate (preferred)
• Special Education certification (preferred)
• Board Certified Behavior Analyst (BCBA) certification (preferred)

Experience

• Three (3) years of successful experience working with students with disabilities
• Experience implementing behavioral intervention strategies
• Experience providing professional development to adult learners
• Experience working with students with autism (preferred)
• Experience in K12 public education setting (preferred)

Knowledge and Skills

• Comprehensive knowledge of special education law the Individuals with Disabilities Education Act (IDEA) and compliance requirements
• Comprehensive knowledge of specially designed instruction and inclusive practices
• Comprehensive knowledge of conducting Functional Behavior Assessments (FBA)
• Comprehensive knowledge of developing and monitoring Behavior Intervention Plans (BIP)
• Basic knowledge of trauma-informed and restorative practices
• Basic knowledge of IEP development and implementation
• Proficient instructional coaching and adult learning facilitation skills
• Proficient consultation and collaboration skills for working with campus staff families and multidisciplinary teams
• Proficient organizational interpersonal verbal and written communication skills
• Proficient data collection progress monitoring and data analysis skills
• Ability to utilize technology and data systems to support instructional and behavioral decision-making

Key Responsibilities:

Instructional Coaching and Support

• Provide job-embedded coaching to special education and general education staff.
• Model effective instructional strategies and classroom management techniques.
• Support implementation of specially designed instruction and inclusive practices across educational settings.
• Provide consultation to teachers administrators and staff.

Behavioral Support

• Conduct Functional Behavior Assessments (FBA).
• Assist in development and implementation of Behavior Intervention Plans (BIP).
• Support implementation of schoolwide behavioral systems including Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS).
• Provide de-escalation and crisis intervention support.
• Monitor student behavioral progress and adjust supports as needed.

Autism and Specialized Support

• Provide expertise in autism-specific instructional strategies.
• Support implementation of social skills and communication interventions.
• Provide consultation for students with complex behavioral needs.
• Support generalization of skills across settings.

Professional Learning

• Design and deliver district professional learning related to instructional and behavioral supports.
• Provide individualized coaching and mentoring.
• Facilitate team collaboration and problem-solving meetings.
• Support implementation of district initiatives.

Data and Compliance

• Support fidelity of IEP implementation.
• Assist with data collection and progress monitoring.
• Participate in Admission Review and Dismissal (ARD) meetings as needed.
• Maintain documentation related to coaching and interventions.
• Ensure compliance with federal state and district requirements.

Collaboration

• Collaborate with campus administrators and district leadership.
• Work collaboratively with related service providers and support staff.
• Participate in district committees and initiatives.
• Support cross-campus collaboration and consistency of special education practices.

Additional Responsibilities:

• Adhere to all district policies procedures and expectations as outlined in the employee handbook and administrative regulations.
• Follow district safety protocols and emergency procedures.
• Participate in professional development faculty/department meetings and special events as assigned.
• Perform additional duties as assigned to support the mission and goals of the department and district.

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools and Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping pushing/pulling and twisting

Motion: Frequent walking and travel between campuses

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: Frequent districtwide travel; occasional statewide travel; work prolonged or irregular hours

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

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:

The Superintendent of Schools will approve the appointment of this position based on the applicants training experience and expertise.

Required Experience:

IC