Life Skills Teacher - Moderate​/Severe Concord South Side

Job Title

Life Skills - Moderate/Severe Disabilities Teacher

Certified

Building Principal, Director of Exceptional Learners

Provides specialized instruction, behavioral support, and functional skill development for students with moderate to severe disabilities in order to maximize independence, communication, social-emotional growth, academic achievement, and successful participation in school and community environments. Ensures that students receive individualized, meaningful, and legally compliant services aligned with their Individualized Education Programs (IEPs), while fostering dignity, safety, inclusion, and high expectations for all learners.

• Serve as the Teacher of Record for assigned students and ensure full compliance with IDEA, Article 7, and all district policies.
• Develop, implement, and monitor Individualized Education Programs (IEPs) that include present levels, measurable goals, accommodations, modifications, transition supports, communication systems, behavioral supports, and progress-monitoring expectations.
• Deliver individualized and small-group instruction focused on functional academics, communication, adaptive behavior, social-emotional skills, vocational readiness, community access, daily living skills, and independence.
• Utilize evidence-based instructional strategies and specialized supports for students with significant cognitive, communication, behavioral, developmental, and physical needs.
• Implement and support augmentative and alternative communication (AAC) systems, visual supports, sensory supports, and assistive technology as appropriate.
• Maintain a structured, safe, predictable, and supportive classroom environment that prioritizes student dignity, regulation, engagement, and independence.
• Implement behavior-support strategies aligned with functional behavioral assessments (FBA), behavior intervention plans (BIP), and trauma-informed practices.
• Collaborate closely with general education teachers, therapists, paraprofessionals, school psychologists, nurses, transportation staff, and families to ensure cohesive and effective student support.
• Support inclusion opportunities and meaningful participation in school activities and general education environments whenever appropriate.
• Supervise and support paraprofessionals through modeling, coaching, scheduling, and clarity of instructional and behavioral expectations.
• Collect, analyze, and report student progress-monitoring data while maintaining accurate records required for IEP implementation and legal compliance.
• Assist students with functional routines and daily living activities as needed, which may include feeding, toileting, mobility support, hygiene, and personal care in accordance with student plans and district procedures.
• Participate in and help lead case conferences, transition planning meetings, and multidisciplinary team discussions.
• Coordinate transition planning and community-based learning opportunities for students preparing for postsecondary life, employment, and adult services.
• Participate in staff meetings, professional development, crisis intervention training, and compliance training as required.
• Other duties as assigned.

• Valid Indiana teaching license in Special Education (e.g. Exceptional Needs: Intense Intervention, Any Exceptional Needs Licensing covering PK-12).
• Demonstrated knowledge of IDEA, Article 7, IEP development, behavior-support frameworks, and instructional strategies for students with moderate to severe disabilities.
• Knowledge of functional curriculum development, transition planning, adaptive skills instruction, and assistive technology supports.
• Strong communication skills, collaboration skills, organizational skills, and problem‑solving abilities.
• Ability to supervise paraprofessionals and work effectively as part of a multidisciplinary team.
• CPR/AED certification and completion of required state mandated trainings.
• Preferred: CPI, Safety Care, or comparable de‑escalation/crisis intervention training.
• Preferred: completion of the Science of Reading training necessary for educators licensed in Special Education.

• A…