Coordinator of Autism Programming

Job | Posted 7 days ago
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Description

Coordinator of Autism Programs
Position Purpose:             

The Coordinator of Autism Programs is a 12-month administrative leadership position that is an active member of the district special education and teaching and learning leadership teams.  The age of eligibility for children with autism falls under the birth mandate. The Coordinator of Autism will supervise the district wide RISE (Reaching Independence Through Structured Education) program. The RISE program provides specialized instruction for students who need more intense support due to their disability. This 12-month program is designed to meet the complex needs of students with the autism classification. The district currently has this program at the early childhood, elementary and middle school levels. The program provides grade level instruction in a multi-grade classroom, with the support of behavior interventionists, Board Certified Behavior Analysts (BCBA), and other related services. In addition to the academic common-core curriculum, the foundation of the program is centered on applied behavior analysis (ABA), verbal behavior milestones assessment and placement program (VB-MAPP), and other classroom components including but not limited to: Task Box Systems, Individual Visual Schedules, Individual Communication Systems, and Embedded Social Skills. The Coordinator will lead the program initiatives as the district expands its programming, while providing support and leadership to building administrators, teachers of autism, BCBAs and other related services staff.  The Coordinator will also ensure the implementation of the policies and procedures of the district and the Special Education Regulations included in Delaware’s Administrative Code.
Required Qualifications:

  • Must be eligible for State of Delaware Special Education administration or related field, or Board Certified Behavior Analyst Certification. 
  • 5 years supervisory or leadership experience in special education programming, specifically in the field of Autism, including coordinator, autism specialists, Special Education Director/Supervisor, BCBA, or leadership equivalent.
  • Working knowledge of Applied Behavior Analysis.
  • Knowledge of best practices in Autism and Inclusion.
  • Understanding Verbal Behavior classrooms and VB-MAPP implementation
  • Thorough knowledge of IDEA/504 and the IEP process.
  • Knowledge regarding evidence based programming for students with autism.
  • Criminal background check, Tuberculin testing, and health verification.
  • Maintains current CPI certification, and de-escalation techniques.
Essential Performance Responsibilities Additional Duties:
·         Collaborate with administration, specialists and teachers to design and support district-wide programming for students with Autism and behavioral challenges.  
·         Provide professional development and assess district needs for autism programming, specially designed instruction and support services.
·         Supervise Functional Behavioral Assessments and work with teams to develop behavior support plans. 
·         Supervise, model, and lead paraprofessionals and teachers in the implementation of specific behavior support plans.
·         Conduct ongoing fidelity checks regarding the implementation of behavior support plans.
·         Support staff with writing measurable and observable behavior IEP goals. 
·         Support staff with monitoring progress through the structuring, collection and analysis of data. 
·         Communicate with and support administration/staff with the implementation of Positive Behavior Supports, behavioral services, and accommodations. 
·         Serve as an integral and active member of the district Peer Review Committee.
·         Participate in the IEP process where FBAs and BSPs are discussed in terms of explaining the assessments, data and implementation strategies of the support plan.
·         Provide ongoing training for teachers and paras regarding evidence based strategies used in teaching students with autism and behavioral challenges.
·         Supervise and provide modeling and coaching to teachers in the area of Autism and ABA Principles.
·         Plan and implement professional development in the area of Autism.
·         Consult with school psychologists, BCBAs, ED’s, teachers and other staff regarding the implementation of behavior support plans.
·         Collaborate with IEP team members to ensure students are receiving support they need to make meaningful progress. IEP members include but are not limited to: Speech/Language Pathologist, Occupational Therapist, Adaptive Physical Education Teacher,  Physical Therapist, and BCBA.
·         Work with staff to ensure differentiation and modification of instruction based on the Dynamic Learning Maps to meet individual student needs.
·         Maintain professionalism, confidentiality, and an atmosphere that promotes student learning. 
 
Knowledge, Skills and Abilities:
·         Knowledge of differentiated instruction based upon student learning styles.
·         Excellent understanding of ethics, standards, best practices and regulations for Applied Behavior Analysis.
·         Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments effective interventions for students with autism.
·         Knowledge of data information systems, data analysis and the formulation of action plans.
·         Knowledge of applicable federal and state laws regarding education and students.
·         Ability to use computer network systems and software applications as needed.
·         Ability to organize and coordinate work.
·         Ability to communicate effectively with students and parents.
·         Ability to engage in self-evaluation with regard to performance and professional growth.
·         Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
·         Ability to Coordinate programming and transition between DAP and the District
·         Ability to Work, coordinate, expand and lead the District RISE Autism Program
·         Ability to provide modeling and coaching to teachers in the area of Autism and ABA Principles.
·         Ability to plan and implement professional development in the area of Autism
·         Ability to assume other responsibilities as may be assigned by the Director of educational resources and Special Education Leads.
 Travel Requirements:
Travels to school district buildings and professional meetings as required.
  
 

Posted By

Appoquinimink School District

313 South Fifth Street, Odessa, DE 19730-4010
 
Insights
Compare with State

Amount per Student

$11,649 (USD)

State Average: $14,609 (USD)

% ELL Students

2%

State Average: 7%

Student Teacher Ratio

16.74

State Average: 15.05

% IEP Students

14%

State Average: 15%

FTE

1,181

State Average: 349