Support Team Member

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.