Special Education CLS Teacher Standard

Job Overview

Under the general supervision of an administrator, a special education teacher will be assigned a caseload and will implement school board policy regarding the educational curriculum of a particular instructional division and/or instructional unit.

• Planning and Preparation
  • Administer appropriate district curriculum aligned with Common Core State Standards and consistent with IEP instructions as needed.
  • Design and implement effective lessons and assessments aligned with Common Core State Standards.
  • Provide appropriate instructions, modifications, and adaptations to implement Individual Education Plans (IEP) in an organized, systematic, and meaningful manner.
  • Analyze student progress and ensure assessment regulations and guidelines are followed.
  • Demonstrate mastery of content, pedagogy, knowledge of students and resources, typical developmental patterns of students, and characteristics of students with disabilities.
  • Set instructional outcomes for diverse learners.
• Classroom Environment
  • Creates an environment of respect and rapport while developing a climate that promotes positive learning conditions.
  • Maintains a positive, orderly, safe, accessible, and academically focused learning environment.
  • Manages classroom procedures and student behavior.
  • Demonstrates cultural competency.
• Instruction
  • Communicates learning expectations to students.
  • Engages students in learning.
  • Utilizes discussion and questioning techniques.
  • Embeds assessment in instruction.
  • Demonstrates flexibility and responsiveness.
  • Demonstrates familiarity with Multi‑Tiered Systems of Support.
  • Demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum.
  • Coordinates effectively with other service staff in providing student instruction.
• Professional Responsibilities
  • Maintains accurate records and IEPs as mandated by state and federal guidelines, within established timelines.
  • Demonstrates professionalism, integrity, and ethical conduct.
  • Supports, communicates, and works professionally with administrators, staff, community, and follows all protocols consistent with the WCSD procedures.
  • Makes a focused effort to promote meaningful participation of parents in the IEP process.
  • Reflects on teaching.
  • Participates in a professional community.
  • Participates in other job‑related duties and activities related to the position as assigned.
  • Works as part of an education/assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned students.

• Early Childhood / Pre‑K (EC) – Provides instruction in developmentally appropriate curriculum for 3‑5 year olds with disabilities, addressing literacy, math readiness, motor skills, self‑help, communication, social skills, and cognitive development. (Job Code: 0726)
• Early Childhood / SIP (EC SIP) – Focuses on social emotional development and serves students with behavioral challenges in a small group setting, combining EC and SIP practices. (Job Code: 0725)
• Early Childhood / Strategies (EC STRAT) – Focuses on communication and social emotional skills, primarily serving students with Autism, in a small group setting with extensive data collection. (Job Code: 0732)
• Multi Age (MA) – Provides instruction for 3‑5 year olds in a multi‑age setting, serving students with significant developmental delays who require a more intensive small group setting. (Job Code: 0728)
• Integrated Kindergarten (IK) – Co‑teaching model that addresses all developmental areas and kindergarten standards and curriculum. (Job Code: 0729)
• Comprehensive Life Skills (CLS) – Builds foundation for life success, focusing on social, emotional, and cognitive skills, and supports students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards. (Job Code: 0729)
• Social Intervention Program (SIP) – Provides academic and behavioral support for students with significant emotional/behavioral needs, employing a structured behavior management program.
  
  Responsibilities include:
  
  ongoing assessment, targeted instruction, behavior monitoring, IEP case management, scheduling, positive…