Special Education Teacher: In class

Position: Special Education Teacher:
In-class support

Campus: Lobit Elementary School

Wage/Hour Status: Exempt/Professional

Immediate Supervisor(s): Principal

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

• Provide students, who have special education support services, with appropriate learning activities and experiences to help them fulfill their potential
• Follow special education regulations set forth by the district, state, and federal guidelines
• Enable students to develop competencies and skills for intellectual, emotional, physical, behavioral, and social growth to function successfully in society
• Oversee the programming and support for the students assigned, documenting evidence, gathering data, and preparing documents to report on progress and make recommendations to the ARD committee

Education/Certification:

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate with required endorsements or training for the subject and level assigned

Special Knowledge/Skills:

• Knowledge of curriculum and instructional methods including accommodations, adaptations, and alterations to the curriculum and instruction to address the academic needs of special populations to support student outcomes.
• Knowledge of disabilities and supports to address the specific needs of special populations
• Specialized training/experience in behavior modification, pro-social skills, and/or supports to address the behavioral needs of special populations
• Knowledge of the Admission, Review, and Dismissal (ARD) Committee process, Full and Individual Evaluation (FIE) review, Individual Education Plan (IEP) goal-setting process, data collection requirements, relevant supplements, and implementation requirements set by the state and federal guidelines

Experience:

• One-year student teaching or approved internship

Instructional/Behavioral:

• Provide and/or support specially designed instruction and collect data to monitor and show student progress; including academic, behavioral, and other functional goals as outlined in the student ARD documents
• Use student data to determine instructional goals, objectives, and methods appropriate to the student, according to district requirements (for example using logs and other tools)
• Work collaboratively with teachers and campus teams to develop, implement and/or provide lessons and interventions to proactively plan for students’ needs that include, as appropriate, accommodations, modifications, prerequisite skills, and behavioral/social supports
• Plan and use appropriate instructional/learning strategies/behavioral and prosocial strategies incorporating activities, materials, equipment, and technology that reflect an understanding of the needs of students assigned, according to guidelines established by Texas Education Agency, board policies, and administrative regulations
• Manage or assist campus staff in using Behavior Intervention Plans, IEP goals, accommodations, and other supports as appropriate for each student as outlined in their ARD
• Support students inside and outside of the classroom as assigned for instruction, intervention, prevention, and monitoring (i.e. small group, direct instruction, pull out, check-in, monitor, supervision)
• Maintain student support records, logs, and documentation as outlined in the district special education procedures
• Provide a safe environment; utilize de-escalation strategies and interventions to support students in behavior management and self-regulation. (Crisis Prevention and Intervention annual training required based on district standards and reporting)

• Participate in campus Professional Learning Communities (PLC) and collaborative meetings to improve instruction and learning
• Work closely with teachers and other campus staff using campus and district data to guide instruction and intervention
• Conduct observations and formative assessments to determine baseline and progress data of student learning and use results to collaborate and plan instructional activities with teachers
• Use the district screener tools to gain student performance data at the beginning, middle, and end of the year to share with parents and at the annual ARD committee meeting

• Assist campus administration with the implementation of collaborative campus positive behavioral support systems (as required by the TEA Texas Behavior Support Initiative (TBSI) and restorative discipline
• Facilitate meetings with campus student intervention teams to design and implement behavior interventions for general education students with persistent behavior problems
• Gather and present behavioral data (e.g. functional behavioral analysis, time sampling, frequency occurrence, documentation of intervention)
• Assist in developing and maintaining behavior plans for special education and 504

Students

• Provide behavioral assistance to teachers via modeling, writing effective and measurable IEP objectives,…