The Adaptive Behavior (AB) Teacher provides services for students served through special education with the most significant emotional and behavioral needs.  The purpose of the Adaptive Behavior (AB) program is to promote functional social skills for these students in a safe, supportive educational setting while maintaining academic instruction set to grade-level standards.  The AB teacher also provides support for these students in transitioning to the general education environment to help facilitate student success in a less restrictive setting.

Responsibilities and Duties:

• Correlate Individual Educational Plans with regular program curriculum guides.
• Provide social skills lessons daily to students to increase and maintain positive, pro-social behaviors.
• Follow district scope and sequence for academic instruction.
• Utilize knowledge of learning styles and modalities for student learning.
• Serve as a member of the Admission, Review, and Dismissal Committee when appropriate providing all necessary paperwork for students in AB.
• Develop draft PLAAFP statements, academic and behavioral goals and objectives, recommendations for accommodations and modifications and for state testing for IEP Meetings. 
• Update and report progress of all student goals and objectives according to district timelines.
• Monitor student behavioral progress via AB program specific criteria.
• Update and maintain student portfolios and interactive notebooks.
• Provide parents with written information regarding student progress on IEP goals and objectives according to district and ARD guidelines.
• Maintain complete and accurate paperwork needed for compliance purposes in the state audit folder and the campus student folder, as well as SHARS documentation.
• Requisition materials, equipment and supplies needed for AB program implementation.
• Collaborate as needed with campus and district personnel to provide the most appropriate services for students participating in the AB program.
• Supervise and work collaboratively with assigned paraprofessionals.
• Attend monthly AB Program meetings facilitated by district personnel.
• Complete monthly SHARS logs.
• Maintain Nonviolent Crisis Intervention (NCI) as well as Applied Physical Training (APT) certification. 
• Participate in continuing education activities in order to maintain credentials and keep informed of best practices in the field of behavior and other related fields.
• Serve as the case manager for students in the behavior program.

Adaptive Behavior (AB) Program Expectations

• Distribute copies of Goals and Objectives, BIP (Behavior Intervention Plan), accommodations and all other relevant ARD documents to all appropriate personnel including general/special education teachers and obtain signatures for receipt at the beginning of the year, after every Annual ARD, and if changes occur to students IEP document at an IEP meeting.
• Review and implement the schedule of service page for each student as written in the ARD. 
• Structure classroom per all AB program expectations. 
• Clearly define work areas for the teacher and each student. 
• Post AB program specific materials on the classroom walls:
• Level System posters 
• Daily schedule and the schedule within a schedule for each class period (including times) 
• Classroom rules 
• Classroom procedures 
• CHAMPs expectations 
• Social skill visual (ex. charts listing skill steps) at least for the current social skill being focused on for that week. 
• Reinforcement system specifics in the classroom (i.e. rate for earning, when students can access the store, what is required to earn breaks, etc.)
• Teach the level system to the students and describe how to move between levels and review regularly. 
• Conduct a daily social skills lesson. 
• Maintain and implement social skills interactive notebooks for each student. 
• Maintain a classroom store of incentives. The cost of items is clearly posted and there are items available related to various student levels.
• Develop a multi-tier reinforcement system as prescribed by the AB Program training. This includes the use of DRO grids and/or a ticket system, a classroom store, non-tangible reinforcement options and Fun Friday activities. 
• Establish and maintain at least 2 cool-off areas. One must be a separate room or location for intense behaviors that follows legal requirements. Calming techniques and de-escalation strategies are posted in each area where students can see them. 
• Maintain daily point sheets for each student which include:
• Classroom rules 
• IEP goals/objectives are included 
• Updated at intervals indicated on the daily schedule 
• Does not include any negative data/documentation 
• Separate misbehavior recording forms are used to inform points given on individual point sheets
• Maintain a Student notebook/portfolio for every student that must include:
• T-chart of alternative behaviors developed by the student and teacher together 
• Student daily schedule that includes feedback time 
• Detailed description of components of the level system – descriptions of each level, how to move between levels, tokens/bank account, rewards/privileges, etc. 
• Daily point sheets – sent home at least weekly to each student’s parent/guardian 
• Performance Percentage Graphs – completed daily or weekly – visual representation of the point sheet completed by the student so that he/she can self-monitor behavior and movement in the level system. 
• Reinforcement/preference assessment 
• Specific AB individual behavior plan(s) if applicable 
• Copies of IEPs/BIP/ behavior goals and objectives 
• Copies of IEP progress reports 
• Copies of general education report cards and progress reports 
• Parent contact log
• Use effective verbal management techniques.
• Use at least 5 positives to 1 negative at all times. Provide continuous, specific feedback to each student regarding his/her performance both verbally and non-verbally. 
• Speak in a calm, non-emotional manner and show respect for the students.
• Maintain at least weekly (if not daily) communication with parents and avoids calling parents/guardians only to report negative behavioral issues. 
• Follow NCI (Non-violent Crisis Intervention) and APT procedures for de-escalation and restraint.

Adaptive Behavior (AB) Academic Expectations

• Provide instruction in all subject areas using the district's grade level curriculum along with accommodations, modifications, and supplementary aids/services based on the students IEP. 
• Use eLearn to find lesson plans, scope and sequence and assignments. 
• Implement lessons based on each student's academic ability levels using best practice teaching methods. 
• Maintain a well-organized and clean classroom that is conducive to learning. 
• Have learning materials available and objectives posted for each academic area. 
• Monitor student progress reports and report card grades. Alert the diagnostician when a student fails 2 consecutive grading periods. 
• Track and monitor academic levels with campus and district level assessments. 
• Review all academic requirements for mastery. 
• For secondary, monitor and review credit requirements and transcripts for individual students. 
• Complete all required IEP meeting paperwork at least 5 school days prior to the IEP meeting. 
• Collect data on the student’s progress for goals and objectives. 
• Update goals and objectives (eSped progress reports) concurrent with report cards. Always include statements that detail specific progress summaries for each goal and objective.