2024-2025 School Year - Intensive Behavioral Support Specialist/Community-Based Special Education Teacher - Vacancy ID: 201671

Position Summary:  The Intensive Behavioral Support Specialist provides support to teachers, student services, and administrators across the district.  This position will observe students who are struggling and assist special education case managers and other school team members in developing and implementing instruction to increase student engagement, emotional regulation, and goal attainment. The Community-Based Special Education teacher provides specially designed instruction to students who are receiving services at a community site or within the home. 

Qualifications:

• Four-year degree in special education and a master’s degree preferred in a related field.

• Wisconsin Special Educator license 

• Expertise in one or more of the following areas:

• Developing a multi-layered system of support for students with autism and significant disabilities.

• Servicing students experiencing an imminent mental health crisis or experiencing mental health challenges.

• Developing, implementing, and supporting systems in support of students with intensive needs.

• Assisting with Functional Behavior Analysis (FBA) and developing Behavior Intervention Plans (BIP).

• Bilingual - Spanish/English Preferred.

Essential Functions:  

• In collaboration with the student’s school-based team,

• Conducts formal and informal assessments that may include, but are not limited to, a review of all documents and data; observation of environment; observation of the student within multiple environments throughout the school day; and interviews with staff, family, and any community-based service providers to identify underlying issues and/or skill deficits that may be causing challenging behaviors.

• Assists school teams with the functional behavior assessment and development of/or revision of BIP’s process to determine needed support for students with complex behaviors/needs.

• Provide consultative support in a Multi-Layered System of Support framework with both general education and special education teachers related to behavior.  Support can include team collaboration, coaching and modeling behavioral intervention implementation, and assistance in data collection.

• Coach school-based staff through challenging behavioral situations.

• Collaboration with the District SEL Coordinator on effective universal behavioral strategies, social skills acquisition, trauma-sensitive, restorative approaches, as well as FBAs, BIPs, and other relevant topics. 

• Provide leadership, coaching, and professional development for school staff, school teams, and administrators in the area of intensive student support.

• Assist school teams with evaluating students' progress toward decreasing targeted social and behavioral patterns.

• Professional Learning Systems:  Develop/coordinate professional learning systems and deliver professional learning to support schools in serving students with intensive needs

• Contribute to the development and implementation of professional learning in support of schools and schools serving students with intensive needs.

• Lead Non-Violent Crisis Intervention (NVCI) professional development design and delivery.

• Oversee systems and professional development for assessments regarding students with intensive needs (participation planning, VRA, FBA, etc.)

• Coaching & Direct Support to Schools:  Provide direct support to schools

• Provide support in response to school support plans.

• Consult, coach, and problem-solve with principals, school leadership teams, and student-specific teams regarding the intensive needs of a student or students.

• Support schools in ensuring restorative reentry and re-engagement following a critical incident, significant behavior incident, or following an extended absence.

• Provide specially designed instruction and support to students with diverse learning needs, including those with learning disabilities, intellectual impairments, emotional/behavioral disorders, and other special needs in alternative environments such as community sites or home.

• Adapt instructional materials and strategies to meet the unique learning styles, abilities, and interests of students with disabilities.

• Differentiate instruction to address students' academic, social, and emotional needs, and modify assessments and/or assignments as necessary to measure student progress accurately.

• Monitor student progress and collect data to track academic growth, behavior, and other relevant outcomes, and use this information to inform instructional decisions and interventions.

• Additional duties as assigned by the building principal or Director of Special Education.

Knowledge, Skills, and Abilities:

Knowledge of:

• Special Education law and regulations (IDEA, etc.)

• Teaming at the school level to develop and monitor multi-layered systems and practices.

• Supporting students with intensive needs.

• Various disabilities (i.e. autism spectrum disorder, emotional disabilities, learning disabilities.)

• Effective instructional strategies for students with disabilities. (i.e. Universal Design for Learning, positive behavior interventions and supports.)

• Collaboration and communication best practices. 

• Child development and learning theories. 

• Educational research-based practices and interventions.

Skills in:

• Developing and implementing individualized education programs (IEPs), functional behavioral assessments (FBAs), and behavior intervention plans (BIPs).

• Strong presentation skills for conducting professional development and working with adult learners.

• Significant experience working with students who demonstrate significant behaviors.

• Specially designed instruction based on disability-related needs

• Differentiating instruction and utilizing a variety of teaching methods.

• Data analysis and progress monitoring.

• Classroom management and creating a positive learning environment. 

• Building rapport and relationships with students with disabilities and their families. 

• Collaboration and communication with general education teachers, related service providers, para educators,  and administrators.

• Using assistive technology to support student learning.

• Good writing and verbal communication skills.

Abilities to:

• Motivate and inspire students with disabilities.

• Evidence of and ability to articulate a commitment to equity-focused work.

• Establish and maintain exemplary relationships by using appropriate interpersonal skills with students, staff, families, and the community.

• Demonstrates ability to engage in assessments such as the suicide risk assessment, violence risk assessment, etc., and develop and implement safety and behavior intervention plans.

• Advocate for the needs of students with disabilities and students who need additional intervention and support.

• Foster a growth mindset and celebrate student progress.

• Work effectively in a collaborative team environment. 

• Adapt instruction and provide individualized support. 

• Strengths-based mindset

• High problem-solving and decision-making ability.

• Highly organized and able to work independently.

• Gather and analyze information skillfully.

Working Conditions:

This job is performed primarily indoors with the occasional need to go to meetings outside the building and/or to district schools. This job requires traveling between buildings and locations.

Physical / Mental Requirements:

This job is classified as medium work which involves exerting 20 to 50 pounds of force occasionally and/or 10 to 25 pounds of force frequently. Sitting is primarily involved, with the ability to move about for significant periods of time. Stooping, kneeling, crouching, crawling, near and far acuity are needed on an occasional basis. Reaching, handling and fine manipulation are frequently utilized. Verbal and auditory communication are both used frequently.

The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. Essential job functions are intended to describe those functions that are primary to the performance of this job, and other job duties include those that are considered secondary to the overall purpose of this job.

This job description does not state or imply that the above are the only duties and responsibilities assigned to this position.  Employees holding this position will be required to perform any other job-related duties as requested by management.  All requirements are subject to possible modification to reasonably accommodate individuals with a disability.

The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. Essential job functions are intended to describe those functions that are primary to the performance of this job, and other job duties include those that are considered secondary to the overall purpose of this job.

This job description does not state or imply that the above are the only duties and responsibilities assigned to this position.  Employees holding this position will be required to perform any other job-related duties as requested by management.  All requirements are subject to possible modification to reasonably accommodate individuals with a disability.