Fort Bend ISD
Program Specialist - Special Education Behavior Response Team (BRT)
Fort Bend ISD, Sugar Land, Texas, United States, 77479
Job Overview
The Program Specialist, Special Education Behavior Response Team (BRT) will collaborate and assist the Program Manager, Special Education Behavior Response Team with behavioral intervention for identified students served with special education services. The primary role of the BRT is to reduce behaviors of identified students to enable them to access the general education curriculum in the Least Restrictive Environment and reduce disproportionate discipline disparities within the special education population. The incumbent will develop Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs), provide staff development and technical assistance to campus staff and families, and provide direct behavior intervention to students as appropriate.
Position Description
Essential Duties and Responsibilities
Program Support
Implement positive behavior intervention supports on campuses for individualized, identified students to reduce out of school placementsComplete Functional Behavior Assessments (FBA) for selected students assigned by the Program ManagerDevelop individualized Behavior Intervention Plans (BIP) for selected students assigned by the Program Manager,Integrate support services for students that will support improvement for student behavior, attendance and academic readinessBuild collaborative relationships with teachers, administrators, and various stakeholders to support the development of student management systems that result in positive student behaviorsDesign and implement behavior supports, intervention strategies, and recommendations for selected students assigned by the Program ManagerModel and implement various teaching strategies and provide various resources to meet identified needs of students whose behaviors may benefit from additional academic supportsDeliver professional development opportunities to staff, including successful behavioral intervention and/or strategies, social-emotional learning, and relationship buildingProvide modeling and coaching of behavioral strategies to meet the needs of identified studentsSupport the Program Manager in the implementation of corrective action and best practices to improve results driven accountability for the school districtAdministrative
Attends staffings and ARD meetings as directedCompliance
Work closely with campus administrators, teachers, and staff to ensure student IEPs and behavior intervention plans are progress monitored and properly documentedCollect, compile, and analyze data to be used in program evaluation and program improvement specifically to reduce disproportionate discipline disparities within the special education populationCompile, maintain and file all physical and computerized reports, records, and documents requiredComply with policies established by federal law, state board of education rule, and the local board of trustees in pursuing the mission of the school districtMaintain updated information regarding new state and federal guidelines and lawsMaintain confidentiality of informationSupervisory Responsibilities
None
Qualification Requirements
To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.
Bachelor's degree in education or related fieldMaster's degree preferredValid Special Education Certification EC-12, or certification/licensure required for other special education service provider positions (LSSP, SLP, BCBA)De-Escalation/Restraint Certification required within 30 days of hire (district-provided)Applied Behavior Analysis (ABA) training preferredLicensure by the Texas State Board of Examiners of Psychologists as an LSSP preferredBoard Certification in Behavior Analysis preferredMinimum of 1 year experience in a special education position at the district level, supporting students with disabilities, preferredMinimum of 3 years teaching or service provider experience working with students with disabilitiesProficiency in Microsoft Office, including Excel, Word, PowerPoint, and OutlookDemonstrated knowledge of best practices, related to the implementation of District initiatives for inclusive practicesDemonstrated knowledge in special education law, policies and proceduresExcellent communication and interpersonal skills, both orally and in writingPhysical Requirements/Working Conditions
The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.
The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Additional Information
Work will be done in a variety of settings as indicated by the needs of the students. Frequent travel to various locations in the District is required. Assignments require the employee to work with identified students in school settings. Must frequently lift and/or move up to 50 pounds and lift and/or move up to 100 plus pounds with assistance. Must be able to handle situations that may be volatile or stressful at times.This position is funded by grant funds. This position may be discontinued if grant funds are no longer available.
The Program Specialist, Special Education Behavior Response Team (BRT) will collaborate and assist the Program Manager, Special Education Behavior Response Team with behavioral intervention for identified students served with special education services. The primary role of the BRT is to reduce behaviors of identified students to enable them to access the general education curriculum in the Least Restrictive Environment and reduce disproportionate discipline disparities within the special education population. The incumbent will develop Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs), provide staff development and technical assistance to campus staff and families, and provide direct behavior intervention to students as appropriate.
Position Description
Essential Duties and Responsibilities
Program Support
Implement positive behavior intervention supports on campuses for individualized, identified students to reduce out of school placementsComplete Functional Behavior Assessments (FBA) for selected students assigned by the Program ManagerDevelop individualized Behavior Intervention Plans (BIP) for selected students assigned by the Program Manager,Integrate support services for students that will support improvement for student behavior, attendance and academic readinessBuild collaborative relationships with teachers, administrators, and various stakeholders to support the development of student management systems that result in positive student behaviorsDesign and implement behavior supports, intervention strategies, and recommendations for selected students assigned by the Program ManagerModel and implement various teaching strategies and provide various resources to meet identified needs of students whose behaviors may benefit from additional academic supportsDeliver professional development opportunities to staff, including successful behavioral intervention and/or strategies, social-emotional learning, and relationship buildingProvide modeling and coaching of behavioral strategies to meet the needs of identified studentsSupport the Program Manager in the implementation of corrective action and best practices to improve results driven accountability for the school districtAdministrative
Attends staffings and ARD meetings as directedCompliance
Work closely with campus administrators, teachers, and staff to ensure student IEPs and behavior intervention plans are progress monitored and properly documentedCollect, compile, and analyze data to be used in program evaluation and program improvement specifically to reduce disproportionate discipline disparities within the special education populationCompile, maintain and file all physical and computerized reports, records, and documents requiredComply with policies established by federal law, state board of education rule, and the local board of trustees in pursuing the mission of the school districtMaintain updated information regarding new state and federal guidelines and lawsMaintain confidentiality of informationSupervisory Responsibilities
None
Qualification Requirements
To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.
Bachelor's degree in education or related fieldMaster's degree preferredValid Special Education Certification EC-12, or certification/licensure required for other special education service provider positions (LSSP, SLP, BCBA)De-Escalation/Restraint Certification required within 30 days of hire (district-provided)Applied Behavior Analysis (ABA) training preferredLicensure by the Texas State Board of Examiners of Psychologists as an LSSP preferredBoard Certification in Behavior Analysis preferredMinimum of 1 year experience in a special education position at the district level, supporting students with disabilities, preferredMinimum of 3 years teaching or service provider experience working with students with disabilitiesProficiency in Microsoft Office, including Excel, Word, PowerPoint, and OutlookDemonstrated knowledge of best practices, related to the implementation of District initiatives for inclusive practicesDemonstrated knowledge in special education law, policies and proceduresExcellent communication and interpersonal skills, both orally and in writingPhysical Requirements/Working Conditions
The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.
The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Additional Information
Work will be done in a variety of settings as indicated by the needs of the students. Frequent travel to various locations in the District is required. Assignments require the employee to work with identified students in school settings. Must frequently lift and/or move up to 50 pounds and lift and/or move up to 100 plus pounds with assistance. Must be able to handle situations that may be volatile or stressful at times.This position is funded by grant funds. This position may be discontinued if grant funds are no longer available.