Autism Support Coach Jobs in Texas (NOW HIRING)

Education/Certification Required:

• 1 Master's degree in special education or related field
• 2 Valid Texas teaching certificate with Special Education certificate and/or endorsement
  • or
• 2 Board Certified Behavior Analyst Certification

Experience Required:

• Minimum of two (2) years of successful experience as a special education teacher, school psychologist, or behavioral therapy environment
• Minimum of one (1) year of experience working with students with ASD

Special Knowledge/Skills:

• Knowledge of and experience with evidence-based strategies for working with students with ASDs
• Experience in setting up and using data monitoring systems for student outcomes related to social skills progress
• Experience in coaching school-based staff in behavioral strategies
• Experience in providing professional development to teachers and other school staff
• Documented competence in working with students in ASDs in a school setting
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• Knowledge of special needs of students in assigned area
• Knowledge of how to adapt curriculum and instruction for special needs
• Effective communication skills, written and verbal

Technology Proficiency: Level2- Proficient(in ):

• Applied use of computer operations
• Applied use of software productivity tools (i.e., Microsoft Office)
• Applied use of e-mail
• Applied use of printers
• Applied use of job-related financial and student management systems
• Applied use of multimedia tools
• Applied use of electronic file management
• Applied use of Technology Applications TEKS CCISD Acceptable Use Policy and
• Technology Ethics/Etiquette

Function

Will work within the Office of Special Education with a special focus on the needs of students with Autism Spectrum Disorders (ASDs) who qualify for special education. This individual will collaborate with school administrators, counselors, and school psychologists to provide support to students, school staff, and parents in the development of an instructional and/or behavioral intervention program for individual students that will promote a positive school climate and a successful learning environment.

Reports To:

Senior Director for Special Education

Responsibilities:

• Provides instructional methodology and behavioral support and training to teachers, children, and staff.
• Responsible for the delivery of a structured environment that includes the use of diverse evidence-based strategies for the support of students with ASDs.
• Plans and supports implementation of the essential components of an instructional program for students with ASDs to include: early intervention, predictability and structure, functional analysis of behaviors, development of behavior intervention plans and systematic data monitoring.
• Works as a member of the District's Special Education Leadership Team and with members of school teams to assess student needs, determine appropriate interventions, set up appropriate progress monitoring plans, analyze student data, and complete Functional Behavioral Assessments with Behavior Intervention Plans in order to provide appropriate behavioral supports for students.
• Trains and coaches staff in instructional strategies around executive functioning and social cognitive deficits consistent with a diagnosis of ASD.
• Provides a family with skills necessary for a child to succeed in the home/community setting
• Facilitates parental carryover of in-home training, for example: strategies for behavior management and developing structured home environments and/or communication training so that parents are active participants in promoting the continuity of interventions across all settings
• Trains and coaches staff in appropriate use of visual supports and environmental modifications to meet the educational needs of students with ASDs.
• Assists in the implementation of individualized transition plans to ensure that students receive skills necessary for successful full-time re-entry in general education classrooms and for transition to district middle or high schools.
• Provides crisis response and management for students who are experiencing significant behavioral and emotional challenges.
• Training of teachers and/or para educators as directed by Special Education administrators.
• Required to follow Board policies and stay abreast of updates and changes.
• Stay informed of current special education programs, as well as state and federal regulations.
• Provide professional development to teachers and other school staff.
• Relate in a positive way with students, staff, parents, and the community.
• Plan, organize, facilitate, and implement meaningful professional development activities.
• Communicate orally and in writing with clarity.
• Work cooperatively with staff, administrators, and support personnel in a team approach to solving individual student behavior problems.
• Maintain high ethical standards and confidentiality. throughout all duties.
• Model and maintain exemplary punctuality and attendance.
• Other duties as assigned.

SUPERVISORY RESPONSIBILITIES: None

WORKING CONDITIONS

• Solves problems and makes effective on-the-spot decisions
• Facilitates resolution of conflict and promotes quality of thought
• Maintains emotional control under stress
• Engages in some in-District travel and occasional out-of-District travel
• Handles some light lifting and moving of materials, equipment, and furniture
• While performing duties frequently sit, move about, hear, and speak
• Works occasional prolonged and irregular hours
• Ability to receive information and/or instruction from internal/external customers through spoken expression
• Ability to restrain students weighing more than one hundred (100) pounds when required to intervene in student safety issues
• Possibly exposed to blood or other potentially infectious materials
• Normally moderate, but occasionally loud noise conditions
• Ability to manipulate tools/equipment/keyboards
• Ability to perform work while standing and/or walking for extended periods, up to eight (8) hours a day

This job description describes the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Other duties may be assigned as deemed appropriate.  The pay grade, pay code, and work year listed are intended to be informational and not contractual in nature.

Interested applicants must submit the following: - A current resume, copies of transcripts and certifications, and letter of interest addressed to Ms. Debbie Lara, Chief Human Resources Officer. - You must provide 3 references, including their e-mail addresses and telephone numbers so that they may be contacted electronically or by phone. Our online application system will email "links" to the references listed in your application, and they will complete the reference form online. One of the 3 references must be from your current principal. The other two references may be an assistant principal, athletic director, department head, co-worker or anyone else who can provide insight into your job performance. If you have no experience in a school district, then a reference from your current supervisor is required. 
All online reference forms must be completed by the job closing date. 
For assistance contact:
Heather Ybarbo - (361) 695-7581
Teacher Applicant Specialist
Heather.Ybarbo@ccisd.us
CCISD Human Resources
801 Leopard
Corpus Christi, Texas.
Salary: ADMN/204: Salary range is $293.14 to $421.84 daily (individual daily rate calculation is based on applicable experience)
See the CCISD Salary Schedule handbook for information regarding initial salary placement.
Days: 215