Special Education Teacher, Adapted Curriculum

GENERAL DEFINITION AND CONDITIONS OF WORK

To ensure the effective instruction and case management for students with significant cognitive disabilities in adapted curriculum classrooms according to Virginia Regulations Governing Special Education Programs and Culpeper County Public School (CCPS) policies and procedures.

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Ensure for the safety and well-being of students on caseload, including adherence to Health Plans for students with medical needs.
• Develop Individualized Education Plans (IEPs) for students assigned to caseload in collaboration with parents, teachers, and related services personnel.
• Schedule and facilitate annual IEP meetings and IEP amendment meetings for each student on caseload as needed.
• Select appropriate Aligned Standards of Learning for each student according to his/her needs for instruction within the framework of the Virginia Alternate Assessment Program.
• Design and implement specialized and individualized instruction using evidenced-based practices, including principles of Applied Behavior Analysis, TEACCH strategies, and visual strategies to meet the unique needs of students with significant cognitive disabilities in compliance with IEPs.
• Collect and organize individual student performance evidence for the Virginia Alternate Assessment Program.
• Provide instruction in life skills, communication, functional academics, social skills, vocational skills and individualized transition skills.
• Implement positive behavior intervention and supports as well as conduct Functional Behavior Assessments (FBAs) and create Behavior Intervention Plans (BIPs) as necessary for students exhibiting challenging behavior.
• Implement assistive technology to enable students to be independent with communication and other skills.
• Collect data on IEP goals and adjust instruction accordingly and/or propose IEP changes if needed.
• Monitor student progress, collaborating with related service providers and para educators in the provision of specialized instruction and related services.
• Provide supervision and training for para educator(s) assigned to classroom.
• Provide and ensure for students’ personal hygiene care.
• Provide on-going communication and collaboration with parents and guardians.
• At the high school level, collaborate with representatives from transition agencies.
• Participate in professional development and coaching opportunities as provided by Behavior Specialist and Office of Special Education.
• All other duties as assigned.

• Knowledge of characteristics of students with significant cognitive disabilities, including Autism.
• Knowledge of effective instructional practices for students with significant cognitive disabilities.
• Knowledge of Assistive Technology, including low-tech and high tech options.
• Ability to work collaboratively with other teachers, para educators, and related service providers.
• Ability to provide direction and supervision for para educators.
• Ability to adapt and learn new techniques and strategies to meet the disability-related needs of students with significant cognitive disabilities.
• Possess a positive attitude and sensitivity to the needs of fellow educators, school service personnel, students, parents and the community.
• Maintain emotional and physical stability through self-control, health, and stamina for effective job performance.
• Demonstrate responsibility, integrity, impartiality, objectivity, and tact in the performance of assigned responsibilities.
• Assume and perform responsibilities with enthusiasm, efficiency, and accuracy and according to schedule.
• Exhibit flexibility and adaptability to necessary change.
• Respect confidential information and the individual’s right to privacy.
• Communicate openly and effectively with students, parents, community patrons, staff and administration as a positive representative of Culpeper County School system.
• Maintain good working relationships with all employees and the public.
• Demonstrate effective communication skills through speaking and writing in a clear, distinct manner practicing standard English usage.
• The teacher serves as a role model, modeling professional, moral, and ethical standards as well as personal integrity in all interactions within the school and within the community.

• Possess or qualify for a professional license and appropriate endorsement as presented by the Virginia Department of Education.
• Be recommended by the Division Superintendent and approved by the School Board.

Duties performed typically in the central office and throughout the division. Frequent walking, standing, stooping, lifting, up to approximately 40 pounds, and occasional lifting of equipment weighing up to approximately 50 pounds may be required. Routine lifting and transferring of students with limited mobility may be required. Other limited physical activities are required.…