Teacher - Special Education, Structured Skills

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• Instruct students with individualized special needs for the purpose of developing appropriate behavioral, academic, interpersonal, self-management, and daily living skills (e.g. toileting / hygiene) through a defined course of study
• Manage classroom and individual student behavior, for the purpose of providing a safe and optimal learning environment
• Prepare teaching materials and reports (e.g. Individualized Education Plans, Functional Behavior Assessments, Behavior Intervention Plans, grades, attendance, anecdotal records, progress reports, etc.) for the purpose of implementing lesson plans and providing documentation of teacher and student progress
• Assess student's social needs (e.g. behavioral, motor development, communication, etc.) and academic needs (e.g. developmental level, vocational abilities, etc.) for the purpose of evaluating student learning and support requirements, placement and success of the special education program
• Collaborate with the case manager at the home school, school personnel including any related service staff members noted on the student’s Individual Education Plan, mental health staff and community agencies (e.g. social service agencies, caretakers, etc.) for the purpose of developing and modifying the program to maximize the quality of student outcomes, developing solutions and planning curriculum
• Direct skills trainers, volunteers and/or student aides for the purpose of providing an effective special education program and addressing the needs of individual students
• Develop and adapt lesson(s) for the purpose of educating a student, implementing IEP goals and meeting the special needs of students
• Advise parents and/or legal guardians of student progress for the purpose of supporting teacher's expectations, developing methods for improvement and/or reinforcing classroom goals in the home environment
• Facilitate special education meetings, intake meetings, monthly review meetings and transition meetings for assigned students with or suspected of having disabilities
• Ensure required timelines, processes and procedures, documentation and student record requirements are followed according to district policy and state law
• Report incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, district and/or school policies
• Ensure compliance with student confidentiality in verbal, written, electronic, and filing/organizational strategies
• Assist students transitioning from the Structured Skills Center to their home school.

• Administer medication, first aid and/or health care requirements as may be required for the purpose of providing specialized treatment and/or monitoring medical conditions of students
• Assist other personnel as may be required for the purpose of supporting them in the completion of their work activities
• Participate in various meetings (e.g. parent conferences, in-service training, site meetings, monthly student performance review, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements
• Prompt and regular attendance
• Maintain OIS Certification
• Maintain a positive educational environment by overseeing the classroom management program for students and intervening as necessary to maintain a constructive educational environment. This includes de-escalating provocative and destructive behaviors, enforcing group rules according to a continuum of behavior interventions, and cooperating other staff members.
• Plan for and provide parent educational seminars in cooperation with behavior consultants and program directors

• Knowledge of current federal and state laws pertaining to the provision of special education.
• Skills, Knowledge and/or Abilities Required:
• Skills to motivate and de-escalate students, communicate with individuals from varied educational and cultural backgrounds, provide direct support to personnel, evaluate performance, address student health care needs.
• Communicate in a positive and respectful manner with students and staff.
• Knowledge of and ability to work with all disability categories (learning, physically, communication, visually and/or severely handicapped),
• Age appropriate knowledge and research in supported teaching methods, state curriculum framework, education code.
• Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks (e.g. effectively organize and facilitate meetings related to multiple issues), maintain records, establish and maintain cooperative working relationships with students, parents, and other school personnel, and meet scheduling deadlines.
• Communicate effectively under stressful conditions. Model appropriate school behavior.
• Significant physical abilities include lifting/carrying/transferring immobile students, physical interventions of small and large students when necessary, stooping/crouching, reaching/handling/fingering, talking/hearing conversations, and near/far visual acuity/depth perception/color vision/accommodation/field of vision.
• Maintains regular and on-time attendance.
• Licenses, Certifications, Bonding, and/or Testing Required: Teaching Credential for Special Education appropriate level of instruction and No Child Left Behind Highly Qualified status. First aid/CPR, Criminal Justice Fingerprint Clearance.

Gresham-Barlow School District