Position Type:
Student Support Services/Mild to Moderate Intervention Specialist

Date Posted:
3/7/2022

Location:
Prentiss

District:
Positive Education Program - website Job title Teacher-Counselor (Prentiss) Reports to Principal and Special Education Supervisor
Job purpose
Assume lead responsibility for planning, managing, delivering and evaluating standards-based instruction for students with Autism Spectrum Disorders (ASD) and other developmental disabilities (DD). Provide the leadership in creating learning environments that promote high levels of achievement, language development, and social-emotional growth for all students

Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-
informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Demonstrate knowledge of the nature and needs of students with ASD/DD who present severe and challenging behaviors and significant communication impairments.
• Work collaboratively with classroom team and therapists to provide an integrated program of instruction, services, and supports inclusive of academic, social-emotional, communication, and behavioral programming for the development of skills that have real life utility.
• Work collaboratively with parents, case managers, and other professionals to promote the generalization of learning and skill development to home and community settings.
• Conduct and analyze assessments, plan instruction, utilize evidence-based instructional strategies and methodologies, and engage in the professional practices specific to the education of children with ASD/DD.
• Use formative and summative assessment strategies, instruments, and data collection procedures to inform the development of individualized programs (IEPs), daily instructional plans, behavior support plans (BSPs), and to evaluate student progress.
•With appropriate team members, identify individual instructional priorities in indicated domains (modified academic curriculum, functional academic skills, communication and social skills, social and behavioral development, recreation, leisure, and play skills, functional routines, community living skills and employability skills).
• Write learning objectives that are observable and measurable, specifying the conditions, behavior, support, objective performance criterion, and target date.
• Arrange the environment, develop and implement effective instructional programs to promote students' effective receptive, expressive and spontaneous communication skills, including the use of augmentative and alternative communication systems.
• Use a range of environmental supports, including organization of physical space and structure, visual supports, environmental and structural accommodations across all learning environments and consistently implement routines, schedules and sequences of events and activities for students with ASD/DD.
• Provide environmental and instructional supports to promote fine and gross motor skills as well as the ability to receive and respond to sensory stimuli (i.e., sensory integration).
• Use strategies and supervision, including zoning plans and grouping strategies that provide physical safety and emotional well-being as well as promote high levels of student engagement.
• Post weekly classroom schedules and submit weekly instructional plans.
• Carry out all duties with regard to the Ohio State Testing Program, including administration of Alternate Assessment, in alignment with the rules and regulations and the individual IEP decisions regarding participation.
• Produce required assessments, plans, activities, and reports accurately and according to schedule (IEPs and quarterly reviews, tests, assessments, FBAs, Behavior Support Plans, Learning Reports, transcripts, etc.).
• Engage in continuous, purposeful professional development as documented on the IPDP and PEP training records.
• Implement the Therapeutic Crisis Intervention Model with fidelity and effectiveness to support treatment and to reduce/avoid restraints.
• Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day's activities.
• Adhere to PEP and ESC policies and procedures.

Qualifications
• Bachelor's degree, minimally.
• Special Education Teaching Credential: Intervention Specialist License (M/M or M/I), Alternative SPED License, Supplemental SPED License, or Education of the Handicapped Certificate in the SPED area appropriate for the teaching assignment required.
• Highly Qualified Teacher status as required per ODE.
• Experience working with the ASD/DD population with significant disabilities.
• Communicate accurately and effectively, both written and orally.
• Utilize good judgment under routine and stressful conditions.
• Demonstrate effective decision-making skills.
• Work professionally, effectively, and collaboratively with others.

Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 - 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in community-based programming and outdoor education/field trips which may involve various forms of physical play/recreational activity.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the emotional/mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.