The Autism Specialist provides support services to identify needs and assist with program development, consultation with school personnel for students with Autism Spectrum Disorder, and acts as a facilitator for classroom teachers in the implementation and evaluation of interventions and instruction for students with ASD. The Autism Specialist shall: demonstrate knowledge of the principles, practices, trends and theories pertaining to Autism Spectrum Disorders (ASD) and their treatment; possess the knowledge of assessment, interventions, and diagnostic techniques, procedures and methods; have the ability to work with teachers, teaching assistants, related service staff and transportation staff at varying levels of expertise; and advance the knowledge base of administration, instructional and support staff regarding successful teaching and intervention methods for students with ASD.

• Provides technical assistance and consultation to school personnel, parents and others concerning the planning, developing and providing academic, social, adaptive and inclusive programming for students with ASD;
• Develops, manages and provides a professional development program for school staff that meets State requirements and identified internal needs identified for appropriate programs for student with Autism; Conducts in-service training for instructional staff regarding instructional strategies, best practices, and specific instructional topics;
• Assists eligibility teams with the administration and analysis of evaluations and assessments of children suspected of having ASD and, as a result, may require special education and related services;
• Provides consultative services for leading school division efforts in the formulation, monitoring and implementation of an Individual Education Program (IEP) for students with ASD;
• Establishes and maintains effective working relationships with supervisors, parents, school division personnel, community based agencies, and other professionals working in the field of Autism;
• Deals effectively with parents, students, staff and other educational professionals regarding instructional needs, concerns or problems of the student and school division;
• Assists in curriculum development, implementation, and revision;
• Ensures adequate materials, equipment, and supplies for the operation of the division's autism instructional program;
• Analyzes and interprets achievement data; and works with lead teachers/administrative staff to design activities to raise student achievement;
• Serves as a facilitator for Virginia Alternative Assessment Program (VAAP);
• Conducts student observations to help determine program eligibility and placement;
• Participates in parent/teacher conferences as needed;
• Observes classrooms on a regular basis to ensure consistency of instruction;
• Applies and prepares all referrals needed for students who require services outside the public school system;
• Coordinates needed services for students each year for summer school and Extended School Year in all three levels;
• Demonstrates a thorough understanding of current trends and theories pertaining to ASD;
• Manages and maintains budget for Autism program;
• Interprets state and federal regulations governing special education and ensures compliance in assigned functional areas;
• Assists the human resources department with interviewing and recommending qualified candidates for special education instructional positions;
• Demonstrates an understanding of planning and objective measurement methods pertaining to the IEP;
• Represents the school division in educational projects and initiatives at the local, regional, state, and national levels;
• Models nondiscriminatory practices in all activities;.
• Performs any other related duties as assigned by the Director, Special Education or appropriate administrator.

Must possess demonstrated evidence of involvement in school activities and committees involving leadership responsibilities beyond those required in the classroom. Must possess an in-depth knowledge of autism curriculum, instructional best practices, and learning theory. Must possess effective instructional delivery techniques and the ability to guide and train teachers in effective techniques and strategies. Must possess excellent organizational and communication skills, both verbally and in writing with students, staff, parents and agency personnel. Must possess the ability to establish and maintain effective working relationships with teachers, parents, administrators, advocates, students and others. Knowledge of current methods and techniques of applied behavior analysis, discrete trial training; ability to analyze student performance, design appropriate individual behavior programs, and monitor student progress; coordinate work of instructional assistants, support personnel; work effectively as a team member.

Certification as a Board Certified Behavior Analyst and a license as a Behavior Analyst with the Virginia Department of Health Professions is required. Possession of a master’s degree or higher from an accredited college or university; requires a minimum of five years experience working with children with disabilities in a public or private school setting. A minimum of 3 years of those 5 years of experience must be working with children with autism and their families. Knowledge of positive behavior interventions, functional analysis procedures, and currently accepted educational methodology for students with autism preferred. Experience designing, implementing and monitoring individual educational programs to students with autism using discrete trial methodology preferred; experience providing staff development training to classroom personnel preferred; endorsement as a special education teacher, school psychologist or school social worker is desirable.

Employees in this position will be required to work in indoor and outdoor environments, travel between school sites across the school division and come in direct contact with Albemarle County staff, students, district staff, and the public. Employees in this position must have the ability to: Sit for extended periods of time; Enter data into a computer terminal/typewriter, operate standard office equipment, and use a telephone; See and read a computer screen and printed matter with or without vision aids; Hear and understand speech at normal levels and on the telephone; Speak so that others may understand at normal levels and on the telephone; Stand, walk, and bend over, reach overhead, grasp, push, pull and move, lift and/or carry up to 25 pounds to waist height.

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.