Position: Special Education Teacher: Pull Out/Prerequisite

 

Campus: Dickinson High School

 

Wage/Hour Status: Exempt

 

Immediate Supervisor(s): Principal

 

Pay Grade: Per Compensation Plan

 

Days Employed: Per Compensation Plan

 

POSITION SUMMARY:

 

• Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth
• Develop or modify curricula, prepare lessons and other instructional materials to student ability levels and prerequisite skills
• Document student progress and maintain data to prepare ARD paperwork and make recommendations
• Work in a self-contained low-incidence-disability (LID) classroom as assigned

 

QUALIFICATIONS: 

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate, with required special education endorsements for assignments
• Early Childhood Certification for Early Childhood Special Education Teacher
• Demonstrated instructional competency in the core academic subject area assigned
• Content Teachers: ESL certification is required no later than March 15 of the first year (if certified) 
• Content Teachers: ESL certification is required no later than March 15 of the second year (if hired while in an alternative certification program)

 

Special Knowledge/Skills:

 

• Knowledge of a variety of disabilities and the special needs of students
• Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting process, data collection requirements, relevant supplements, and implementation
• Specific knowledge of how to adapt curriculum and instruction to meet individual learner needs and meet STAAR/STAAR-Alternate assessment requirements to promote student outcomes
• Specific knowledge of specialized instructional techniques such as Applied Behavioral Analysis (ABA), early childhood development, positive behavior support, transition and development of functional vocational plans, etc, as applicable to the students assigned to promote student growth and development
• Specific knowledge of appropriate de-escalation and behavioral intervention strategies for working with students with problematic behaviors (such as specific social skills curriculum, Restorative Discipline, Capturing Kids Hearts, or Why Try)
• Advanced knowledge of Strong organizational, written and verbal communication, and interpersonal skills

 

Experience:

• At least one year of student teaching or an approved internship 

 

MAJOR RESPONSIBILITIES:

 

Instructional:

 

• Implement the components of the specially designed instruction outlined in the IEPs in a pull-out setting based on student needs and special education requirements as outlined in the district, state, and federal guidelines
• Maintain all required paperwork and documentation related to individual student-level data, progress on academic, behavioral, and/or functional skills instruction and IEP progress monitoring data, grades, attendance records, and other classroom management responsibilities for record keeping (PEIMS, ARD, transition, IEP, and behavioral requirements)
• Follow all DISD A-Z operating guidelines that are relevant to the position, including, but not limited to, Case Manager Duties, IEP Access, and Implementation, Accessible Instructional Materials, Extended School Year Services, Discipline, FERPA, IEP Goals and Objectives, 10 Critical Components, CBI, Student Records, Documentation of Special Education, Modification/Accommodation/Specially Designed Instruction
• Implement an instructional, therapeutic, and/or skill development program employing a variety of instructional and learning strategies, activities, materials, and equipment that reflect an understanding of all assigned student’s individual disabilities, academic, behavioral, and functional needs
• Use tools to promote student communication including core boards, assistive and student-specific technology, response, and voice output in the teaching/learning process
• Responsibly maintain assistive devices for assigned students
• Work cooperatively with related service staff (such as OT, PT, Speech, etc.) and district staff to support student needs in the classroom and school setting
• Consult with campus staff to support student’s academic, behavioral, and/or social needs as addressed within the IEP
• Assist classroom teachers to modify curricula for special education students in general education settings
• Use data to determine and address each student’s present levels of academic achievement and functional performance including the student’s strengths and weaknesses using direct, explicit instruction, stations, and small groups to target instruction
• Conduct ongoing (at minimum, beginning, mid, and end of year) assessments of student achievement through formal and informal evaluations to improve student outcomes toward academic growth
• Provide and supervise personal care (including toileting needs, such as catheterization, menstrual assistance, lifting/transfer to accessible toilets or changing table), medical care, and feeding (may include a tube or bottle feeding or the special preparation of food) for students as stated in IEP
• Conduct Community-Based/Vocational Instruction activities to promote life skills, student independence, and employment as applicable
• Consult district and outside resource staff regarding the education, social, medical, employment, and personal needs of students
• Be a positive role model for students; support the philosophy of the special programs department and the mission of the school district
• Create a safe, supportive, and age-appropriate classroom environment conducive to learning and appropriate for the cognitive, physical, social, and emotional development of students
• Including stations, organization of materials, equipment, and safety. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Use the district online platform for ARD preparation and documentation, be knowledgeable of the Annual, Review, and Dismissal (ARD) process and procedures in compliance with district, state, and federal guidelines
• Upload logs, trackers, and work samples into the student file online
• Monitor progress on IEP goals/objectives throughout each 9 weeks and update progress at the end of each 9 weeks using the online platform to share with parents concurrent with report cards
• Prepare for and participate in the ARD committee meetings for assigned students; follow all timelines, prepare drafts for recommendations to include PLAAFPs, IEP goals/objectives, dyslexia supplements, transitions, BIP, sharing data, and records, knowledgeably and professionally
• Collaborate with students, parents, and other members of staff, establish and maintain open verbal and written communications by conducting conferences with parents, students, principals, special programs support providers, and teachers
• Maintain a professional relationship and use effective verbal and written communication skills to present information accurately, clearly, and in a timely manner
• Participate in staff development activities and professional learning communities to improve job-related skills and student outcomes
• Attend and participate in faculty meetings, department meetings, district meetings and serve on staff committees as required
• Participate as an effective team member who contributes to district, department, and content goals
• Keep informed of and comply with federal, state, district, and school regulations and policies and procedures for special education teachers such as confidentiality and STAAR Alt requirements
• Perform other duties as assigned

 

Behavioral:

 

• Manage student behavior and administer discipline techniques that include intervening in crisis situations, providing de-escalation strategies and interventions to support students in behavior management and safe response methods that do not harm themselves or others (Crisis Prevention and Intervention annual training required and utilized based on district standards and reporting)
• Gather data on behavior (e.g. functional behavioral analysis, time sampling, frequency occurrence, documentation of intervention) and design BIP and/or social skills to support student needs
• Provide direct instruction for behavioral and/or social skills to students
• Provide instruction, modeling, and practice on targeted behavioral and/or social goals
• Collect data to measure behavioral intervention plans (BIP) and IEP progress to be monitored throughout each 9 weeks and progress reports using online platforms at the end of each 9 weeks to be shared with parents

 

SUPERVISORY RESPONSIBILITIES:

• Supervise assigned paraprofessionals, if applicable
• Develop and supervise schedules and plans for the paraprofessionals that support students
• Communicate the expectations to the paraprofessionals of their role, responsibilities, and record-keeping both personally and for students
• Develop a plan and process for paraprofessionals to obtain and record student data both in the pull-out and general education setting on IEP goals, as applicable

 

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job

Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students

• Motion: Frequent walking and reaching, frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment
• Environment: Work inside and outside (exposure to the sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns, communicate verbally and in writing, instruct and maintain emotional control under stress
• Professional Dress:  Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed.  Visible tattoos will be covered at all times

EVALUATIONS: 

• Performance of this position will be evaluated annually