SPED Teacher - Self-Contained

Special Education Inclusion Math Teacher

The Special Education Inclusion Math Teacher provides standards-aligned mathematics instruction for 9th–10th grade students with disabilities in inclusive general education settings. This teacher co-plans and co-teaches with general education math colleagues, differentiates instruction and assessments to meet IEP goals, monitors progress toward academic and transition goals (including credit attainment and college/career readiness), and collaborates with families and multidisciplinary teams to ensure access, engagement, and measurable growth in mathematical reasoning, problem solving, computation, and application.

The Self-Contained Special Education Teacher provides specialized, self-contained instruction for 9th–10th grade students with significant disabilities. This role includes developing and implementing Individualized Education Programs (IEPs), delivering differentiated academic and social-emotional and executive-function instruction within a small-group classroom, monitoring progress toward both credit-bearing academic standards and individualized transition goals, and collaborating with families and multidisciplinary team members. The teacher emphasizes adolescent-appropriate instruction—credit attainment, postsecondary and vocational readiness, self-advocacy, and community-based skill development—creating a structured, therapeutic, and achievement-oriented classroom that prepares students for postsecondary life and career pathways.

• Promote equity by identifying and addressing bias and barriers to access for adolescents with significant disabilities.
• Plan and deliver rigorous, developmentally appropriate, and engaging academic and social-emotional learning for a self-contained 9th–10th grade caseload.
• Align instruction to high-school academic standards and, where appropriate, credit-bearing courses; ensure documentation supports graduation/credit attainment.
• Develop and implement transition-focused instruction and activities (postsecondary planning, vocational exploration, work-based learning, community-based instruction).
• Provide explicit supports for adolescent executive-function skills (organization, time management, study skills), self-advocacy, attendance, and peer relationship building.
• Establish and maintain clear, age-appropriate expectations, routines, and supports aligned with the school's vision and Positive Behavioral Interventions and Supports (PBIS).
• Develop, adapt, and differentiate curricula, lessons, and materials to meet IEP goals, functional skills goals, and state standards as appropriate.
• Provide specialized instruction tailored to students' cognitive, communication, motor, and social-emotional needs; adapt materials and tasks for high-school level content and real-world application.
• Design and administer ongoing formative and summative assessments to measure progress toward IEP and credit goals; use data to adjust instruction and document attainment of competencies for transcripts and graduation requirements.
• Be accountable for measurable student growth and progress toward individualized academic, behavioral, and transition goals.
• Create a structured, supportive, and inclusive classroom that fosters independence, vocational skills, and generalization of skills across school and community settings.
• Implement behavior intervention plans and conduct or support functional behavior assessments as needed.
• Maintain accurate, timely records for each student—including IEPs, progress monitoring data, behavior logs, service documentation, and credit/transition documentation.
• Participate actively in IEP meetings, transition planning meetings, manifestation determinations, MDT meetings, and other special education procedures.
• Collaborate with related service providers, general education teachers, career/transition staff, para educators, and community partners to implement supports and create inclusion and work-based learning opportunities.
• Provide training and technical assistance to staff and families on adolescent-specific strategies that improve outcomes and support…