FTE Special Education Teacher-RISE Program; Reaching Independence Structured Enviro

Description

1.0 FTE Special Education Teacher – RISE Program (Reaching Independence through Structured Environment)

Support and assist students experiencing global disabilities such as Autism Spectrum Disorders. Develop and provide programming for functional, adaptive, social, emotional, behavioral, and academic skills instruction utilizing Applied Behavior Analysis (ABA) techniques. Utilize curriculum provided by the Office of Student Support. Develop and implement positive behavior intervention plans. Promote communication growth for students who are non‑speaking and may use high or low‑tech AAC methods or devices.

To implement appropriate individualized education plan as defined by the IEP Team, advocate for disabled students, provide quality services to eligible individuals based on current research and technology, assist the Student Support Services in meeting audit and compliance standards, and promote positive attitudes about and toward Special Education.

Alaska Teaching Certificate–Type A and a Bachelor's degree, with an endorsement in Special Education. Experience with trauma‑sensitive schools preferred.

• Participates as an integral member of the IEP Team.
• Assists the student to reach obtainable goals.
• Interprets and promotes the program and its purposes to the school and community.
• Assists in obtaining appropriate educational test data and other information necessary to the development of the IEP.
• Assists the Student Support Services in the development of district‑wide policies and procedures.
• Participates in parent conferences.
• Participates in required staff development activities.
• Assesses individual student progress and identifies appropriate program modifications.
• Utilizes paraprofessional and volunteer assistance in the implementation of instructional programs.
• Uses a wide range of teaching methods, materials, techniques, and equipment applicable to supporting various types of disabilities.
• Schedules activities to maintain a positive learning environment and to provide access to the least restrictive environment.
• Maintains current knowledge in their professional area including pertinent Federal Law and State Special Education regulations.
• Assists in and cooperates with necessary modification and implementation of the screening and referral system as needed.
• Keeps accurate records and files for all Special Education students in accordance with district procedures.
• Monitors students' progress and updates IEP in accordance with district procedures.
• Promotes positive public image of school district and positive public relations at all times.
• Other duties as assigned by Principal/Student Support Administrator.

LIGHT WORK:
Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.

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