Autism Inclusion Support Teacher

Dickinson Independent School District•Dickinson, TX

9h•Onsite

About The Position

Act as the case manager for students with Autism who are mainstreamed in the general education classroom Demonstrate ethical behavior and confidentiality of information regarding students in the school environment and community Manage student behavior for the purpose of providing a safe and optimal learning environment while utilizing effective and evidence-based approaches to meet the unique needs of students with Autism

Requirements

Bachelor's degree from an accredited university
Valid Texas teaching certificate, with required general education and special education endorsements for assignments
Demonstrated instructional competency in the core academic subject area assigned
Must be able to work in a flexible and cooperative manner with co-workers, supervisors, and students
Walk a minimum of 3 miles a day
Grade level understanding of math, writing and reading
Basic computer skills
Certified in Non-Violent Crisis Intervention (CPI)

Responsibilities

Education Support for Students: Monitor student performance and progress
On task behavior
Data collection in accordance with their IEP or BIP goals
Small group or individual testing
STAAR testing
Support the student inside and outside the classroom
Assist in the classroom
Assist in unstructured environments, i.e. assemblies, athletics
Assist during transitions around the building
Monitor the grade book for missing assignments or test failures
Pull students to complete assignments
Provide after school tutoring to bridge undeveloped academic concerns
Develop and help to implement organizational skills that will work for each individual student
Work with general education teachers to develop intervention strategies that support students in the classroom
Alternative methods of instruction
All other duties as assigned
Student Advocate: Consistently communication with parents, teachers, and administrators
Make decisions based upon the best interest of each student
Serve as a positive role model for students and practice the behaviors that are expected of the students
Mentor and Support Students with Emotional and/or Behavioral Concerns: Anger issues
Classroom disruption
Refusal
Disorganization
Impulsivity
Teach Social Skills: In their natural environment
In a pull-out social skills lesson
ARD Committee Meetings: Develop and write adaptive behavior/social skills IEP goals for Annual ARD
Develop and write a Behavior Intervention Plan (BIP)
Update IEP goals every nine weeks and before Annual ARD
Complete the Autism Supplement in ESPED
Write a Transition Plan for students becoming 14 years of age and older
Collect PLAAFP’s from student’s teachers
Perform classroom observations for REEDs, when necessary
Parent Contact: Develop trusting relationships with parents/guardians
Communicate events happening at school
Initiate parent-teacher conferences for positive and corrective purposes
Encourage/Solicit student and parent participation
Collaborate with parents/guardians to bridge between home and school the approaches that are used with the students
Managing Paraprofessionals: Provide a schedule for paraprofessionals who will work with our students with Autism to follow
Provide guidance and direction for paraprofessionals when dealing with students
Provide feedback to paraprofessionals, minimum once weekly, regarding their ability to interact with and support students
Professional Development and Interactions: Be trained in evidence-based approaches for teaching students with Autism
Participate in multiple staff development trainings that focus on working with students who have Autism
Provide assistance for the training of other personnel
Treat co-workers, supervisors, students, parents, and others with dignity and respect at all times
Actively participate in faculty and grade-level/department meetings