Teacher-Behavior and Intervention SpEd

• Coaches administrators and teachers throughout the District related to behavioral issues.
• Demonstrates short-term and long-interventions in working with students, families, and staff.
• Makes home visits as needed to gather information relating to students.
• Provides outside referral resources as needed such as the District's Family Resource Center (FRC), and acts as a liaison for the District with parents and/or community agencies providing ongoing case management.
• Participates, when needed, in campus multidisciplinary team meetings to develop solutions for struggling students including Response to Intervention (RTI), Admission, Review and Dismissal (ARD), Student Attendance Review Team (SART) meetings, Student Support Team (SST), Attendance Committee, Discipline Committee, and so forth.
• Provides intervention services to students, parents, and school staff in situations that are deemed crisis or critical by campus administrators.
• Provides systemic as well as individualized intervention strategies to reduce referrals for students with disabilities due to behavior issues.
• Coordinates with Special Education administration to effectively address critical needs that emerge on campuses.

• Provides leadership in the organization, development, and delivery of programs and services to the student and parent/guardian.
• Compiles, maintains, and files all reports, records, and other required documents; uses and accesses Special Education Electronic Data Management System.
• Provides routine campus-wide and district-wide training concerning behavioral support strategies as requested.

• Performs preventive maintenance on tools and equipment and ensures equipment is in safe operating condition.
• Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures.
• Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor.

• All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct and work ethic.
• Demonstrates high quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and performs as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

• Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

• Knowledge of federal and state guidelines and District policies and procedures regarding special population student services and programs.
• Knowledge of Special Education principles, theories, testing, and proven methods of maximizing the educational experience of students with special needs; as well as differentiation of instruction necessary to create effective and productive student-centered learning environments.
• Knowledge of student needs, family dynamics, and the value of family life.
• Knowledge of prevention/intervention strategies, including behavior management interventions.
• Skill in professional learning, technical assistance, and consultation.
• Skill in coordinating, planning, organizing, and facilitating staff development.
• Skill in written and oral communication skills including ability to interact with and influence campus staff as well as parents.
• Skill at the intermediate level, working with Microsoft Office 365, especially Outlook, PowerPoint, Excel, and Word.
• Ability to effectively conference with teachers, parents, and students.
• Ability to instruct students and manage their behavior including developing BIP for students.
• Ability to present information in one-on-one, small group, and large group situations to students, parents, and District staff.
• Ability to provide information and assist office personnel, parents, and students related to District programs and activities.
• Ability to exercise judgment and creativity in making decisions.
• Ability to consider academic, social, and emotional needs of students in making decisions about academic settings and accommodations for individual students.
• Ability to empathize with students and their families, and to work effectively with students experiencing difficulty.
• Ability to exercise discretion regarding matters of a sensitive or confidential nature.
• Ability to use software to access databases, email, create spreadsheets, and do word processing.
• Ability to organize and coordinate work.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with teachers, students, parents, and others contacted in the course of work.

• Travels to school district buildings and professional meetings as required.

• Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment such as Promethean Board.
• Posture: Prolonged sitting; frequent standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; frequent walking.
• Lifting: Regular light lifting and carrying (less than 40 pounds); may lift and move textbooks and classroom equipment; may also be required to pick up and/or restrain students as needed; may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities.
• Exerting: Occasional 20-50 pounds of force; frequent 10-25 pounds of force to move objects in preparation for meetings.
• Environment: Works in a school facility and classroom; may work outside; regular exposure to noise; requires frequent irregular and/or prolonged hours, including attendance at school and community meetings before and after school hours; regular districtwide travel to student homes; this position may involve rare exposure to blood or body fluids.
• Attendance: Regular and punctual attendance at the worksite is required for this position; requires frequent irregular and/or prolonged hours.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions; requires frequent irregular and/or prolonged hours.
• Hazards: May be subject to adverse and hazardous working conditions, including violent and armed confrontations; ability to control sudden violent or extreme physical acts of others and exhibit rapid mental and muscular coordination simultaneously.

• Bachelor's degree from accredited college or university in Education, Mental Health, Human Services, or a related field required;
• Master's degree from accredited college or university in Education, Mental Health, Human Services, or a related field preferred.

• Valid Texas Special Education Certification or Valid Texas Teaching Certification with a Special Education endorsement required;
• Board Certified Behavior Analyst (BCBA) Certification preferred;
• ESL Certification preferred in some settings.

3 years' teaching in Special Education required; experience to include:

• Extensive background and training in behavior, including autism;
• Working in self-contained classroom.

• Experience in behavior awareness/intervention with students and families;
• Experience providing staff development;
• Working with diverse student population, especially in a large multicultural urban district.
• Language: Bilingual (English/Spanish) or ESL Certification preferred in some settings.

This document is intended to describe the general nature and level of work being performed by people 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