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Special Education Statewide Coordinator As a member of a statewide Special Education Supports and Technical Assistance program (Idaho SESTA), the Special Education Statewide Behavioral/Instructional Coordinator works in collaboration with the Idaho State Department of Education (ISDE) and other SESTA coordinators to improve outcomes of students in special and general education settings by: 1) providing statewide, regional, district and school-based training on the use of behavioral principles in school settings, antecedent environmental modifications, and effective individual and group instructional strategies; 2) providing distance and on-site coaching to school-based teams to design multi-tiered systems of support through environmental and functional assessments, and instructional support planning to decrease challenging behaviors and increase attainment of IEP goals; 3) developing curriculum materials and instructional courses for on-line learning; 4) assisting the ISDE Coordinators with General Supervision File Reviews (GSFR), Results Driven Accountability (RDA), and other activities Local Education Agencies (LEAS) might need; and 5) participating in the development of evaluation designs to improve service delivery and overall program results. The Behavioral/Instructional Coordinator will make independent decisions with school-based teams based on a high level of expertise in behavioral and instructional principles and work collaboratively with SESTA team members to continually improve SESTA services and supports. This position has multi-faceted job responsibilities and requires cooperation and collaboration with multiple team members and LEA staff, and travel. The Center on Disabilities and Human Development (CDHD) is Idaho’s University Center for Excellence in Developmental Disabilities (UCEDD). There are 67 UCEDDs throughout the U.S. and its territories; each one associated with a university. UCEDDs strive, through education, outreach, research, and service to accomplish a shared vision that foresees a nation in which all Americans, including Americans with disabilities, participate fully in their communities. https://idahocdhd.org/ Applying the principles of Applied Behavior Analysis and evidence-based practices related to instruction, communication systems, and behavioral supports; Conduct functional assessments and create behavior support plans based on environmental assessments and team input; 3 years working with schools/school teams administering or implementing the special education process for children ages 3-21. Master’s Degree in Special Education; Sociology; Social Work; Education; Mental Health; Behavior Disorders; Early Childhood or Early Childhood Special Education. Ability to travel between locations during the business day for meetings and support of program activities; Work evenings, weekends and holidays as needed. Experience: A behavior specialist (BCBA) with advanced skills in behavior management, systematic instruction for students with special needs, background in early childhood education. Knowledge of: Multi-tiered Systems of Support and Positive Behavioral Intervention and School Supports: Data-based decision making and systematic instruction to improve achievement for students with disabilities; Ability to: Support school team needs to implement tiered support systems, functional communication training for students and other behavioral/instructional interventions; Use data-based decisions and transfer that knowledge to school based teams; Develop face to face and on-line trainings, supports, and coaching with adult learners; Work effectively as a member of a team to promote team goals and maintain positive team climate. The University of Idaho (U of I) is an equal opportunity and affirmative action employer committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, people with disabilities and veterans are strongly encouraged to apply. In compliance with applicable laws and in furtherance of its commitment to fostering an environment that welcomes and embraces diversity, U of I does not discriminate on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, genetic information or status as any protected veteran or military status in its programs or activities, including employment, admissions and educational programs.
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