Education, Experience and Certification Requirements:

• High school diploma, G.E.D., or equivalent is required
• Related course work, Associates or Bachelor’s degree is preferred
• Two or more years’ experience in special education, a psychiatric setting or other similar setting for children and adolescents is required
• Training in TACT 2, Life Space Crisis Intervention, or similar crisis intervention program is preferred
• Bilingual (Spanish/English) abilities are a plus

KEY JOB FUNCTIONS:

• Actively manage the hallways during arrival, transition, and dismissal and ensure staff are at assigned posts
• Maintain required electronic and paper documentation regarding intensive behavior interventions, including but not limited to, mediations, bus incidents, critical incidents, bullying reports, and behavior intervention referrals
• Actively engage with students and staff to identify potential conflicts or students who are in need of additional support; facilitate or participate in mediations, reentry meetings, and parent meetings
• Monitor and provide support, both inside and outside of the classrooms, for students who have been identified as needing additional behavior interventions
• Provide situational training and guidance to staff on correct utilization of verbal and physical behavior interventions to help increase their behavior intervention skill levels
• Consistently and appropriately utilize and model TACT 2 verbal de-escalation and approved physical restraint techniques, Life Space Crisis Intervention (if trained), and behavior management strategies; provide staff training on behavior management procedures and program processes
• Provide direction to staff during crisis and non-crisis situations to assist staff with improving behavior management skills and decision making skills; manage the need for additional staff in crisis situations and direct staff back to other duties when appropriate; facilitates debriefing sessions with staff to review incidents and identify staff member responsible for completing required documentation
• Reinforce the expectations for learning and standards for classroom participation and behavior; effectively manage student behavior through implementation of positive behavior management systems, school rules, policies and procedures, and model appropriate behavior for students during the school day; assist students with using strategies to decrease and avoid inappropriate behaviors
• Proactively provide supervision of students to ensure the safety and security of the school program at all times
• Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive
• behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
• Work with teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs, and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate

Education, Experience and Certification Requirements:

• Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
• MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area
• Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred
• Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred
• Bilingual (Spanish/English) abilities are a plus

KEY JOB FUNCTIONS

• Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
• Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
• Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
• Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines
• Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles  
• Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
• Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback
• Provide a safe, structured, creative, and engaging classroom that is conducive to learning
• Maintain an accurate classroom instructional inventory at all times
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
• Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
• Grade students’ work, document students’ work in grade books, and complete grades within deadlines
• Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
• Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom
• Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
• Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate

Education, Experience and Certification Requirements:

• Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
• MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area
• Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred
• Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred
• Bilingual (Spanish/English) abilities are a plus

KEY JOB FUNCTIONS:

• Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
• Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
• Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
• Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines
• Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles  
• Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
• Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback
• Provide a safe, structured, creative, and engaging classroom that is conducive to learning
• Maintain an accurate classroom instructional inventory at all times
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
• Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
• Grade students’ work, document students’ work in grade books, and complete grades within deadlines
• Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
• Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
• Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate

Education, Experience and Certification Requirements:

• Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
• MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area
• Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred
• Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred
• Bilingual (Spanish/English) abilities are a plus

KEY JOB FUNCTIONS:

• Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
• Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
• Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
• Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines
• Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles  
• Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
• Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback
• Provide a safe, structured, creative, and engaging classroom that is conducive to learning
• Maintain an accurate classroom instructional inventory at all times
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
• Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
• Grade students’ work, document students’ work in grade books, and complete grades within deadlines
• Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
• Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom

Education, Experience and Certification Requirements:

• Bachelor’s degree or higher is required, preferably in education, special education or related field, Master’s degree preferred
• MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area
• Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred
• Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred
• Bilingual (Spanish/English) abilities are a plus

KEY JOB FUNCTIONS:

• Employ special education strategies and techniques to provide quality instruction that results in the students’ advancement of their academic progress on the approved curriculum and that promotes social and emotional growth
• Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum
• Communicate in a professional manner with parents/guardians about students’ academic and behavior progress prior to interims, end of reporting periods or as needed
• Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines
• Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles  
• Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior
• Use formal and informal observation and assessment tools to determine students’ needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback
• Provide a safe, structured, creative, and engaging classroom that is conducive to learning
• Maintain an accurate classroom instructional inventory at all times
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR
• Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
• Grade students’ work, document students’ work in grade books, and complete grades within deadlines
• Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress
• Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Effectively manage and document student behavior through implementation of behavior management systems, school rules, policies, and procedures; model appropriate behavior for students during the school day

Experience and Certification Requirements:

• Bachelor’s degree preferred
• Minimum of one year of successful experience and formal training in special education or other similar setting for children and adolescents with autism spectrum disorders required
• Bilingual (Spanish/English abilities a plus

Key Job Functions:

• Assist with students throughout the school day in both the classrooms and hallways, and maintain required electronic and paper documentation regarding students’ behaviors and activities within assigned deadlines
• Assist teacher with the implementation of both individual and group classroom assignments, lesson plans, and the administration of tests and examinations; take direction from the teacher regarding delegated tasks
• Demonstrate basic knowledge of academic subjects and the ability to assist students with classwork; provide coverage and carryout lesson plans for teacher during absences or when they need to be away from the classroom during the school day
• Reinforce expectations for learning and set classroom structure to encourage student participation and appropriate behavior
• Help to promote a safe, structured, creative, and engaging learning environment; assist with preparation of classroom materials, distribution of books and supplies, and other basic clerical duties
• Assist with students’ transition between classrooms, during lunch periods, during students’ arrivals and departures or other unstructured times
• Demonstrate clear and professional boundaries with all students
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Effectively manage student behavior through the implementation of the behavior management system, school rules, policies, and procedures; model appropriate behavior for the students during the school day
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Proactively provide supervision of students to ensure the safety and security of the school program at all times
• Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
• Work with teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs, and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate

The IT Data Specialist works primarily across two business functions: Student Information Systems and Data Compliance to support the data developing, tracking, compliance, and analysis needs of The Foundation Schools across the school programs in coordination with school leadership.  In coordination with the administrative team, IT Data Specialist will support and work on integration of the school information system with other systems such as the accounting and payroll system. (12-month position)

Education, Experience and Certification Requirements

• Bachelor’s degree required, in a related field preferred
• At least three years of related experience in data tracking, management, analysis and/or reporting
• Intermediate to advanced-level knowledge of any School Information System (SIS), State Longitudinal Education Data System, Microsoft Excel, or Google Suite (Google Sheets)
• Previous experience in Database administration
• Experience managing large data sets and exposure to data analytics software
• Experience creating reports for broad dissemination and analysis
• Ability to create efficient methods for generating reports and the ability to operationalize the process of creating and accessing important student data

Physical, Interpersonal and Cognitive Requirements

• Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc.
• Complete reports and data input while using a variety of computer programs including financial data bases and payroll systems
• Move and carry supplies; light lifting, non-repetitive
• Maintain a professional demeanor and relationship with all levels of employees and community partners
• Work positively and collaboratively with others
• Strong customer service, problem-solving, and communication skills (both written and oral) with the ability to interface with diverse stakeholders to build relationships.
• Must be analytical, detail-oriented and an avid organizer of information.
• Maintain a professional work ethic and meet the standards of professionalism including appropriate confidentiality, attire, attendance and timeliness
• Demonstrate effective time management and organization skills
• Prioritize & plan work activities
• Possess and demonstrate a high level of mental and emotional balance
• Respond quickly and tactfully to crisis situations while using critical thinking to assess problems
• Work with minimum supervision and meet deadlines

Travel

• Must have the ability to travel between all Foundation School locations

KEY JOB FUNCTIONS

• Student Information Systems Management
  • Monitor and manage multiple student data systems to ensure student data is consistent between systems
  • Create and maintain student data reports, leveraging data across multiple data systems.
  • Provide training for internal stakeholders in order to diffuse the critical knowledge of systems management and report creation throughout the organization
  • Contribute to the development and management of operations data systems
  • Serve as the backup to the IT Specialist to assist campus staff with campus software platforms and to manage student and staff accounts on those platforms
  • Oversee school wide assessment tests such as MAP and PARCC
  • Lead the evaluation and eventual adoption of a more comprehensive data collection and reporting platform that integrates with other areas of the organization such as Finance and HR
  • Work closely with the development department in producing relevant reports to support the department’s initiatives
  • Interview and survey colleagues and program teams to determine opportunities for improvement, research specific issues, and develop recommendations and implementation plans and execute resolutions
  • Develop systems and processes to ensure that students onboarding and offboarding processes are performed in compliance with the organization’s policy
  • Ensure all school information systems and databases are in compliance with HIPPA and FERPA regulations
• Data Compliance & Reporting
  • Utilize data systems to manage reporting of federal and state compliance data.
  • Establish relationships with both internal and external stakeholders to leverage the knowledge and support of the stakeholders.

Education, Experience and Certification Requirements:

• High school diploma, G.E.D., or equivalent is required
• Related course work, Associates or Bachelor’s degree is preferred
• Six months of formal training or experience in special education, a psychiatric setting or other similar setting for children and adolescents is preferred
• Bilingual (Spanish/English) abilities are a plus

Key Job Functions:

• Shadow assigned student throughout the school day, monitor activities, and document progress; maintain required electronic and paper documentation regarding student’s behaviors and academic progress
• Help assigned student decrease and avoid inappropriate behaviors through use of effective behavior management techniques
• Display awareness of student’s diagnoses and academic achievements; adapt behavior accordingly to help meet the requirements of the student’s IEP
• Help assigned student with both individual and group classroom assignments; assist teacher with implementing lesson plans and actively encourage assigned student’s participation and interaction; assist with academic accommodations and modifications for their assigned student
• Demonstrate basic knowledge of all academic subjects and the ability to assist students with classwork
• Demonstrate clear and professional boundaries with all students
• Reinforce the expectations for learning and standards for classroom participation and behavior; encourage students’ ownership and contribution to the classroom; adapt strategies to help students remain in the classroom
• Provide feedback to teacher, school leaders, and other team members to help determine students’ needs, and adjust behaviors and practices to accommodate those needs
• Assist with students’ transition between classrooms, during lunch periods and during students’ arrivals and departures
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Effectively manage student behavior through the implementation of the behavior management system, school rules, policies, and procedures; model appropriate behavior for the students during the school day
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies

Experience and Certification Requirements:

• Bachelor’s degree preferred
• Minimum of one year of successful experience and formal training in special education or other similar setting for children and adolescents with autism spectrum disorders required
• Bilingual (Spanish/English abilities a plus

Key Job Functions:

• Assist with students throughout the school day in both the classrooms and hallways, and maintain required electronic and paper documentation regarding students’ behaviors and activities within assigned deadlines
• Assist teacher with the implementation of both individual and group classroom assignments, lesson plans, and the administration of tests and examinations; take direction from the teacher regarding delegated tasks
• Demonstrate basic knowledge of academic subjects and the ability to assist students with classwork; provide coverage and carryout lesson plans for teacher during absences or when they need to be away from the classroom during the school day
• Reinforce expectations for learning and set classroom structure to encourage student participation and appropriate behavior
• Help to promote a safe, structured, creative, and engaging learning environment; assist with preparation of classroom materials, distribution of books and supplies, and other basic clerical duties
• Assist with students’ transition between classrooms, during lunch periods, during students’ arrivals and departures or other unstructured times
• Demonstrate clear and professional boundaries with all students
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Effectively manage student behavior through the implementation of the behavior management system, school rules, policies, and procedures; model appropriate behavior for the students during the school day
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Proactively provide supervision of students to ensure the safety and security of the school program at all times
• Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
• Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
• Work with teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs, and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate

Education, Experience and Certification Requirements:

• Master’s degree in special education, behavior analysis or other related fields is required
•  BCBA certification required
• Current Maryland Behavior Analyst License
• Two or more years of successful behavioral experience working with children on the autism spectrum and experience working in a school setting is preferred
• Knowledge of DSM and IDEA and their specific applications to educating students with autism spectrum disorders and other disabilities preferred
• Supervisory experience preferred
• Bilingual (Spanish/English) abilities are a plus

Key Job Functions:

• Employ behavioral strategies and techniques to provide appropriate behavioral interventions to encourage students to be school ready
• Ensure behavioral support service requirements are met to maintain 100% compliance with students’ IEPs and requirements are rendered as prescribed on the IEP
• Demonstrate knowledge of and the ability to adapt a variety of therapeutic interventions and behavior management practices to meet the needs of individual students; evaluate therapeutic effectiveness, document, and make modifications based on data, reflection and feedback
• Conduct student functional behavioral assessments (FBAs)
• Participate in the development and monitoring of students’ IEPs, BIPs, and FBAs including completion of required documentation within set guidelines
• Complete required related service notes and billing documentation accurately and within assigned deadlines
• Provide behavioral supervision to assigned staff to help the staff understand the students’ social, emotional, and academic profile; collaborate with these staff to develop and implement specialized interventions and incentive plans as needed
• Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR; monitor staff compliance with laws and regulations
• Assist with the interviewing, hiring, supervision, coaching, progressive counseling, and termination process for assigned support staff; complete performance evaluations and individual goal creation and reviews for assigned staff
• Provide staff training on behavior management procedures and program processes; maintain BCBA certifications and conduct regularly scheduled training to ensure all staff have tools to assist students in displaying appropriate behaviors and to obtain or maintain their certifications
• Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
• Ensure the expectations for learning and standards for classroom participation and behavior are followed; effectively manage student behavior through implementation of positive behavioral management systems, school rules, policies, and procedures, and model appropriate behavior for students during the school day; assist students with using strategies to decrease and avoid inappropriate behaviors 
• Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
• Develop treatment plans to address behaviors, communication and social skills deficits