TOSA - Inclusion Specialist

Position Summary

The Inclusion Specialist will work as a member of the Core District Leadership Team with the Executive Director of Student Support Services and Program Directors to implement Special Education Programs in the areas of instruction, compliance, and behavior support.

• State of Oregon Teaching License with Special Education endorsement.
• Current First Aid Card.
• License and evidence of insurability.
• Current First Aid Card Required or to be obtained within the district.
• Criminal Justice Fingerprint Clearance.
• TSPC Special Education Teacher license preferred. Other Oregon licensure acceptable include social work, Board Certified Behavior Analyst, or school psychologist license or the potential of earning one by start date.
• Minimum of 3 years experience working with students with disabilities.
• Knowledge of Regular and Special Education Law.

• Effective and demonstrated skills in:
• Communication, both in writing and orally
• Conflict resolution
• Interpersonal skills with individuals, teams and groups (student, parent, educator, specialist, administrator, and support staff)
• Working collaboratively with various groups within the school and in the community providing curriculum and instructional strategy consultation
• Presenting to small and large groups for staff development
• Time management
• Problem-solving and development of solutions
• Planning and facilitating meetings

• Implement training for licensed and classified staff in culturally responsive inclusive practices for the purpose of building capacity in the areas of instruction, compliance and behavior with a focus on inclusive strategies to meet the needs of a diverse student body.
• Provide training in the district approved restraint, seclusion and de-escalation system.
• Deliver Specially Designed Instruction in behavior for students who have a need for a specialist beyond instruction provided at the building level.
• Assist with facilitating Manifestation Determination Review, Functional Behavior Assessments, Safety Plans and Behavior Intervention Plans at the school level and complete resulting paperwork.
• Train school staff on Behavior Intervention Plans.
• Assist Director of Special Education with:
• Identification and evaluation of placement options for students with disabilities when their needs are beyond school programming.
• Support the completion of referral paperwork to alternative programs.
• Support the completion of internal forms for placement changes (Transportation; Exit forms).
• Serve as the district representative for students in alternative placement as needed.
• Develop strategies and work with alternative programs to enable students to return to their neighborhood schools whenever possible.
• Assist tracking students placed on abbreviated day programs and assist teams in completing required paperwork and planning to increase the students day.
• Assist in the Development, implementation and training on policies and procedures in assigned program areas.
• Assist in the ongoing monitoring of Special Education programs, processes and documentation through the ODE Improvement Process.
• Support Case Managers in compliant IEP writing.
• Provide support for case managers with Synergy as needed.
• Assist in the design of instruction for non-sped licensed teachers as needed.
• Collaborate with other district departments (Teaching & Learning, Multi-Language Learner) on cross-departmental priorities such as but not limited to Co‑teaching/Co‑planning, Scaffolding for Success and Targeted School Improvement priorities.
• Attend special services team meetings in schools, as needed periodically.
• Communicate adequately and effectively with parents of assigned students, other agencies, districts, and individuals on behalf of assigned students, as needed periodically.
• Regularly communicate with the Director on assigned students, programs and buildings.
• Collaborate with Early Childhood Program and Elementary Schools to transition students to Kindergarten to include
• Assist in the observation of students in pre‑school setting.
• Draft transition IEPs.
• Facilitate meetings as needed.

• Ability to sit, stand, or walk for…