Autism and Tertiary Behavior Supports (ATBS) Project Director

Autism and Tertiary Behavior Supports (ATBS) Project Director 

Reports to: Executive Director 

PURPOSES: 

The ATBS project is composed of an interdisciplinary team of master educators, behavior specialists, speech language pathologists, and social workers assembled to support Kansas schools in building local capacity to serve students with diverse learning or complex behavioral needs. The Project Director is responsible for the coordination of on-site support, technical assistance, and managing the resources needed to meet the goals of the project which includes: providing evidence-based professional development, structured teaching, behavior interventions, communication assessment and social competencies to Kansas educators. Keystone Learning Services is the fiscal agent and works in collaboration with KSDE in managing the project. 

I. Essential Functions: 

Demonstrate and maintain a strong foundation in evidence-based interventions for autism spectrum disorder (ASD), including Applied Behavior Analysis (ABA), Positive Behavior Interventions and Support (PBIS), visual supports, and Social Stories. 

Apply best practices for skill acquisition and behavior reduction, creating inclusive environments tailored to ASD-specific learning and developmental needs. 

Demonstrate experience in both clinical and educational identification of ASD, facilitating accurate assessments and individualized support planning. 

Integrate diagnostic insights into effective, individualized educational strategies that are specific to ASD characteristics and needs. 

Design and oversee educational programs tailored to the unique needs of students with ASD, emphasizing skill acquisition, behavior management, and social-emotional growth. 

Respect and adapt to the individual characteristics of students with ASD, fostering inclusive and supportive educational environments. 

Train educators, paraprofessionals, and support staff on program implementation to uphold high standards of ASD intervention in all school contexts. 

Develop and analyze data to monitor the efficacy of ASD programs, using data to refine and improve interventions continually. 

Foster collaborative relationships with students, families, educators, and ATBS staff to build supportive and effective ASD-focused programs. 

Ensure ASD programs are compliant with state and federal law maintaining a legal foundation for all educational services and remain current on emerging court decisions. 

Apply the MTSS framework to ASD programming, offering tiered academic, social, and behavioral supports that are responsive to diverse student needs. 

Demonstrate familiarity with Kansass Technical Assistance System Network (TASN), its resources, and its goals for supporting ASD initiatives statewide. 

Collaborate across TASN projects and with community partners to enhance services for students with ASD, building a robust support network. 

Cultivate a national presence by collaborating with leading ASD organizations and contributing expertise that shapes broader standards in autism education and leverage these connections to bring cutting-edge ASD practices to Kansas. 

Track expenses and projected needs to responsibly manage the ATBS budget. 

Interface with KSDE staff to foster and maintain a strong relationship allowing for alignment with state education objectives. 

II. Other Functions: 

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. 

Maintain a close affiliation with the SMHI project coordinator.

III. Job Requirements: Minimum Qualifications: Skills, Knowledge and Abilities 

SKILLS is able to maintain confidentiality, is able to organize and keep track of information, has strong communication skills, written and verbal, and is able to problem solve as issues arise within their scope of service. 

KNOWLEDGE is required to review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: psychology and educational principles; pertinent codes, policies, regulations, and laws; stages of child development; assessment techniques; and learning strategies. 

ABILITY is required to schedule activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information; displaying patience; and maintaining effective working relationships. 

VII. Work Environment: 

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting and carrying up to twenty (20) pounds, some pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 80% sitting, 15% walking, and 5% standing. The job is performed in a generally hazard free environment. Project employees maintain a home office with equipment, communication and travel support provided. 

Core requirements: 

Experience: Team facilitation and/or management of large-scale/regional professional development experience including leading or contributing to initiatives at the national level.  Proficient grant writing, budgeting and resource management. In-depth knowledge of state funding mechanisms, regulatory requirements, and service delivery models for autism and behavioral interventions. 

Education: A professional college degree and related licensure with extensive experience in the field in a related area 

Equivalency: Required Testing Certificates and Licenses 

Drivers License and Evidence of Insurability 

Continuing Education/Training Clearances 

Travel: Frequent travel, including overnight stays is required

This role is pending funding approval from the State of Kansas (KSDE). Employment in this position is conditional upon receipt of the necessary funding. Candidates will be updated as the funding status progresses.

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