TOSA - Inclusion Specialist

Inclusion Specialist

The Inclusion Specialist will work with the Structured Skills Center Program Director to implement Special Education Programs in the areas of instruction, compliance, and behavior support for all staff at the Structured Skills Center.

Minimum Qualifications:

• Education, Training, Experience, Licensure, and Certification
• License and evidence of insurability
• Current First Aid Card Required or to be obtained within the district.
• Criminal Justice Fingerprint Clearance.
• Holds an Oregon special education teacher, social work, Board Certified Behavior Analyst, or school psychologist license, or has the potential of earning one by start date
• A minimum of 3 years of experience working with students with disabilities
• Knowledge of Regular and Special Education Law

Preferred Qualifications:

• 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

Major

Responsibilities and Duties:

• Provide training for licensed and classified staff for the purpose of building capacity in the areas of instruction, compliance, and behavior, with a focus on inclusive strategies
• Deliver Specially Designed Instruction in behavior for students who have a need for a specialist beyond instruction provided at the building level
• Facilitate Manifestation Determination Review, Functional Behavior Assessments, Safety Plans, and Behavior Intervention Plans at the program level and complete the resulting paperwork
• Develop and maintain individual and program data collection systems.
• Train school staff on Behavior Intervention Plans
• Track students placed on abbreviated day programs and assist teams in completing required paperwork and planning to increase the students' day
• Assist in the ongoing monitoring of Special Education programs, processes, and documentation through the ODE Improvement Process
• Support Case Managers in compliant IEP writing
• Train and provide ongoing support for case managers with Synergy
• May need to fill in for vacant positions
• May need to design instruction for non-SPED licensed teachers
• Attending special services team meetings in the program, as needed
• Communicate adequately and effectively with parents of assigned students, other agencies, districts, and individuals on behalf of assigned students, as needed
• Regularly communicate with the Program Director on assigned students, programs, and buildings

Physical Requirements:

• Ability to:
  Sit, stand, or walk for prolonged periods of time
• Talk and hear conversations
• Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
• Reach for and handle objects
• Use close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus
• Regularly focus on a computer screen
• Bending, stooping, kneeling, and lifting up to 15-45 pounds may also be required on occasion

Workplace Expectations:

• Maintaining regular and punctual attendance
• In case of an absence site and/or district protocol for reporting absences is followed
• Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
• Dress in a professional and appropriate manner for the assignment and the work setting
• Exercising prudent judgment
• Work independently in the performance of routine duties
• Follow all District policies and work procedures
• Utilize the District's electronics systems and applications only for purposes related to the position
• Participate in required meetings and trainings related to the position
• Cultivate and model a respectful working and learning environment