- Position Type:
Special Education - Campus Teacher/Support/Behavior Instructional Support
- Date Posted:
4/21/2025
- Location:
Administration Bldg
- Closing Date:
Until Filled
Pay Grade: 820 (Min $329.73 per day)
Work Days: 185
Primary Purpose:
Collaborate with the Special Education Department and school campus staff to provide support, training and modeling for special education classrooms in the area of behavioral interventions for students with disabilities.
Qualifications:
Education/Certification: - Master's Degree in Education/Special Education (preferred)
- Valid Texas teaching certificate with required endorsements or training for subject and level assigned (or other related license, e.g., LSSP, SLP, BCBA)
- Board Certified Behavior Analyst (BCBA) (preferred)
- Crisis Prevention Institute (CPI) Trainer (preferred)
Special Knowledge/Skills: - Working knowledge of federal laws, state guidelines and local district policies related to students in special education
- In-depth knowledge of class-wide interventions and specialized instructional strategies for teaching students with special needs in the areas of behavior
- Ability to provide staff development sessions in the area of behavior
- Ability to work as a consultant to coach and model effective instructional, communication and behavior intervention strategies for students with special needs
- Strong organizational, communication, and interpersonal skills
Experience: - Minimum three (3) years teaching (or other school-based) experience with students with special needs (other relevant experience working directly with children with significant behavior challenges may be allowed to substitute for school-based experience)
- Previous experience working with students who have significant behavior needs
Major Responsibilities and Duties: - Assume responsibility for the organization and operation of work within the area of supporting students and staff working with special education students following federal program guidelines as directed by the district and as specified in 34 Code of Federal Regulations §300.208 (a)(1)
- Provide campus consultation support through coaching/modeling or providing training (district or campus-based) to support the implementation of classroom quality indicator components (e.g., developing classroom schedules, creating materials, developing procedures/expectations, reinforcement systems, etc.) for campus staff who work with students with special needs in the areas of social/emotional functioning, academics,communication, and/or behavior
- Collaborate with the Special Education Leadership Team, Curriculum Coordinators and campus staff regarding implementation of evidence-based strategies
- Support consultees in the development and implementation of FBA/BIPs for students with behavioral needs
- Monitor compliance with district proficiency standards and indicators
- Provide support for campus staff regarding instruction of students with special needs
- Collaborate with consultees to help them identify and implement evidence-based communication, social,emotional, and behavior programming
- Review student’s Full Individual Evaluation (FIE), Functional Behavior Assessment (FBA), or other assessment
information and use the results to help consultee teachers develop accommodations/modifications, Behavior
Intervention Plans (BIP), and Student Safety Plans - Obtain and maintain Crisis Prevention Institute (CPI) Texas Behavior Support Initiative (TBSI) training and
coach/model to build the campus Core Team’s capacity for responding to crisis situations and maintaining
safety - Participate in after school debriefing as post-vention following significant crisis events or as part of weekly
team meetings when supporting centralized district classrooms - Help campuses effectively implement educational programming in the least restrictive environment for
students with disabilities through a well-defined system of universal, targeted, and individualized behavioral
programming - Collaborate with campus staff to enhance their skills in the collection, maintenance, graphing, and analysis of
students’ academic and behavior data in order to monitor and evaluate student progress, intervention
effectiveness, or other necessary progress documentation - Collaborate with consultees and other program related services providers to develop IEP’s, FBA’s, behavior
intervention plans, Student Safety Plans, and support implementation of evidence-based social, emotional,
and behavior interventions (in some select cases BIS staff may take primary responsibility for conducting a - Functional Behavior Analysis to assist with the development of functionally-based intervention plans)
- Collaborate with consultees to ensure interventions from the student’s Behavior Intervention Plan, Student
- Safety Plan, or universal program procedures are implemented with fidelity
- Promote professional improvement through reading educational journals and books, exploring education
research, participating in staff development activities, and membership in professional organizations - Collaborate with other members of the BIS team to provide support beyond each person’s assigned campuses
to meet the needs of campuses and students district-wide. - Work with parents and outside services providers to develop interventions plans to meet the students’ social,
emotional, communication, and behavior needs across environments - Collaborate with campus staff to support students moving to centralized placements
- Demonstrate behavior that is professional, ethical, and responsible and serve as a role model for district staff
- Follow all rules, regulations and policies of Plano ISD and follow directives from supervisor
- Follow attendance policy as assigned by supervisor
- Perform other functions that may be assigned by the administration and/or supervisor
Supervisory Responsibilities:
Assist classroom teachers in supervising the duties of program paraprofessionals
Working Conditions:
Mental Demands: - Work with frequent interruptions
- Interpret policy, procedures and data
- Coordinate district functions
- Maintain emotional control under stress and in crisis situations
Physical Demands/Environmental Factors: -
Occasional district wide travel;
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Occasional prolonged and irregular hours; frequent standing, stooping,bending, kneeling, pushing and pulling;
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Willing and able to restrain/hold/transport and utilize quick body movements as indicated in the Behavior Intervention Plan or district/program crisis protocols in the course of working with children with challenging behavior/engaging in physical aggression
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Use of computer and repetitive hand motions;
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Lifting up to 50 pounds