Summary: Specialized Behavior Support (SBS) teachers at CMA are responsible for providing SDI to students for both core content and social emotional learning goals. Teachers directly teach or co-teach core content and also provide targeted interventions aligned to IEP goals, progress monitor IEP goals and engage in the IEP development process in partnership with our site based compliance process manager.

Essential Duties: (These duties represent a sample and may vary by position.)

• Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
• Demonstrates an appreciation for diversity among students, colleagues, and parents.
• Participates in faculty and professional meetings, educational conferences and teacher training workshops as required by the position.
• Collaborates with other educators to create the complete educational environment possible for students.
• Keeps attendance and grade records as required by school.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
• Establishes clear objectives for all academic and pro-social skills lessons, communicates these goals to students, and designs instruction to support students in the acquisition of these skills.
• Meets and instructs assigned classes in the locations and at the times designated.
• Follows established school procedures for crisis or emergency situations.
• Develops and maintains Individual Education Programs (IEPs) for students modifies curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assesses the accomplishments of students on a regular basis and provides progress reports as required; meets with parents to discuss student progress and problems.
• Administers and interprets individual educational testing using various testing materials.
• Utilizes data to ascertain progress towards academic and behavioral/emotional goals.
• Employs a variety of research based instructional techniques and technology, to meet needs and address the strengths of the individuals or student groups involved.
• Structures a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests.
• Instructs students in positive behavioral skills which meet school behavioral expectations in all settings.
• Designs and implements environmental modifications and management procedures which proactively address student behavioral expectations across all settings.
• Utilizes functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior.
• Develops behavioral intervention plans (BIPs) and IEP goals and objectives based upon the function of the inappropriate behavior, and /or manifestations designing instructional strategies for appropriate replacement behavior.
• Utilizes appropriate positive behavior intervention strategies to deescalate student behavioral excesses.
• Utilizes technology to provide individualized classroom materials, such as schedules or work tasks.
• Provides differential instruction in a variety of settings to include: one-to-one, small group and whole group.
• Utilizes principles of applied behavioral analysis to include: data collection, prompt hierarchy, preference assessment and systematic instruction.
• Performs related duties as assigned.

Education and Experience:

Minimum

• Bachelor's degree in Special Education

Desirable

• State Approved training for seclusion and restraint procedures
• Master's degree in Special Education
• Strong classroom management skills;
• Experience with SDI across content areas/ implementing IEPs, BIPs and crisis intervention plans
• Experience working with students with intensive social-emotional and behavioral challenges.

Licensing / Certification Requirements:

• North Carolina Teaching License and Certification in Special Education.

Knowledge / Skills / Abilities:

• Knowledge of local, state and federal regulations and laws pertaining to exceptional children.
• Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices.
• Ability to produce communication in oral and written formats in a professional manner.
• Knowledge of classroom management and differentiation techniques.
• Knowledge of the Individual Education Program process.
• Ability to use research-based techniques in instruction and behavior management
• Ability to produce effective lesson plans
• Ability to use data analysis for instructional decision making
• Ability to comply with local, state and federal guidelines
• Ability to deliver the curriculum, and extensions of the curriculum using Inclusive Practices, as appropriate
• Ability to effectively interact with principals, co-workers, students, and parents