Title: Support Team Member Description Position Title: Support Team Member Salary Range: Teacher Contract Contract Length: School Year Position Summary: Serve as a resource for students, parents, general and special education staff members, and administrators regarding best practices for assessing and servicing students with Autism Spectrum Disorder (ASD). Work collaboratively with general and special education staff, building level administration and central office administration to support the needs of students with disabilities. Immediate Supervisor: Special Education District Supervisor/Director of Exceptional Learners Essential Duties & Responsibilities: 1. Provide ongoing building level support to special education staff members including, but not limited to: training related to the Indiana IEP system and IEP writing, individualized coaching related to special education compliance, and participating in staffings/conferences in order to consult with/address the concerns of administrators, teachers and families regarding concerns related to students with IEPs. 2. Work collaboratively with school psychologists, speech/language pathologists, and other related service personnel in assessing students for possible ASD (e.g. conduct classroom observation, and/or assist with ASD Developmental History Interview and ADOS). 3. Attend IEP conferences for the students assigned to consultant’s caseload and provide input regarding appropriate goals, accommodations and special education services. 4. Consult with building staff and parents regarding issues such as: curriculum accommodations/modifications, social skills, and behavior management techniques, as they relate to the needs of individual students. 5. Engage in collaborative problem solving with staff to meet individual student’s needs. 6. Act as a liaison between home and school, as needed. 7. Conduct autism training sessions for general and special education teachers, paraprofessionals and other staff working with students with Autism; follow up with regular consultation to help staff apply the principles taught. 8. Attend regularly scheduled Autism Team meetings for additional training, support, and problem solving. 9. Participate in staff development and professional growth opportunities related to ASD, as corporation funding allows. 10. Assist staff in conducting functional behavioral assessment (FBA) and developing behavioral intervention plans (BIP). 11. Provide ongoing training to staff regarding the implementation of behavior plans and data collection. 12. Assist in implementing research-based strategies and tools for school success (e.g. visual schedule, social narratives, 5-point scale). 13. Provide staff development, training, and support regarding special education procedures, practices, and policies. 13. Review Individual Education Plans to monitor compliance with state regulations. 14. Provide both group and individual (on-site) IEP training for special education staff. 15. Work collaboratively with school intervention teams to develop strategies to support at-risk students. 16. Provide support for Manifestation Determination Conferences (MDC). 17. Attend weekly support team meetings to review and discuss information from Team Leader meetings. 18. Collaborate with District Support Team members. 19. All other duties as assigned by Special Education Supervisor and/or Director of Exceptional Learners. Duties & Responsibilities May Also Include the Following: 1. Communicate with outside providers regarding students who will be attending their program. 2. Schedule and conduct staffing/pre-observation meetings with outside Autism providers. 3. Serve as TOR for students attending outside Autism programs: i. Develop Service Plans (SPs) for SBCSC students attending an outside program. ii. Write quarterly progress reports for students with an SP who are attending outside programs. iii. Develop IEPs prior to students returning to public school. 4. Participate in quarterly update meetings with outside program providers. 5. Facilitate communication between parents, school and outside program staff. 6. Develop data collection systems for the behavior plans for students transitioning to public school. Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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. Education and/or Experience: Valid Indiana Special Education Teacher License in Mild Intervention, Intense Intervention, or an equivalent licensure in at least one area of special education or related field (e.g. speech/language pathologist, school psychologist) is preferred. Must have: extensive knowledge of assessment of students with ASD (including developmental history interviews), extensive knowledge of current research-based interventions for students with ASD, experience with differentiating diagnosis of ASD from other disabilities, background knowledge in Applied Behavior Analysis (ABA), experience in helping families understand the needs of students with ASD, experience providing staff development on topics related to ASD, and have not had a history of a recommendation for Probation Assistance on job performance evaluations. Experience with administering and/or recording/coding of the Autism Diagnostic Observation System (ADOS), working collaboratively with school staff, timely and accurate completion of required paperwork, and knowledge/experience adapting curriculum to address a wide variety of student needs are preferred. Language Skills: Ability to communicate verbally and in print effectively and thoughtfully with parents, staff and other stakeholders. Write reports, correspondence, and related documents. Present information and respond to questions from employees, vendors, and other stakeholders. Reasoning Ability: Identify, research, and resolve concerns through knowledge of special education programs and services. Awareness of the need for sensitivity to the emotion related to meeting the needs of students with special needs and their families. Other Skills and Abilities: Ability to work collaboratively with staff, students, parents and other stakeholders. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is also regularly required to stand, walk, and sometimes to run. The employee may sometimes be called upon to provide assistance with the lifting and/or changing of students. Must have a valid driver’s license. Specific vision abilities required by this job include close vision such as to read typed or handwritten work. The employee frequently works irregular hours. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential function of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment may get loud at times. Work is mostly performed indoors. Works in standard office and school building environments. Must be able to work regularly scheduled hours and weekends when needed. Must be able to handle stress. " />

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Support Team Specialist

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Primary Location Special Education

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Shift Type Full-Time

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