Teacher Special Education CLASS, Middle School

Job Overview
The Teacher Special Education Middle School CLASS (Communication, Language, And Social Skills) will provide students receiving special education services with behavioral and social skills necessary to be educated in an inclusive setting, and to increase the students' social abilities in order to be successful in transition into adulthood. Overarching goals include increasing independence, improving social relationships, increasing prosocial behaviors, and other skills students can further utilize as they transition into adulthood. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program.

Position Description

Essential Duties and Responsibilities

Service Delivery

• Work collaboratively with parents, students, school/community personnel in the development of clear, measurable Individual Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS)
• Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modifications and adaptations
• Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates
• Administer and analyze student assessment appropriately, including but not limited to state and district testing and informal criterion-referenced assessments
• Develop Present Levels of Academic And Functional Performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments
• Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum
• Use appropriate adaptive and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning
• Maintain a collaborative working relationship with general education teachers to ensure understanding and implementation of appropriate intervention strategies for academics, social and/or behavior skills
• Provide on-campus staff training regarding the implementation of social and behavioral interventions and supports to CLaSS students.
• Direct, train, assign and oversee the activities of an educational setting paraprofessional, aide, and provide input into performance evaluation process

Compliance

• Conduct instructional or other professional activities consistent with the requirements of state and federal laws
• Safeguard confidentiality with regard to students with disabilities
• Prepare paperwork for and participate in Admission, Review and Dismissal (ARD) meetings

Program Support

• Participate in appropriate on-campus and off-campus professional development activities as required or assigned

If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching:

• Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program
• Possess knowledge and adhere to UIL rules and regulations
• Assist the Athletic Department with budget, schedules, care/use of facilities
• Communicate with the Athletic Department on a regular basis

 Qualification Requirements

To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.

• Bachelor's Degree Education or related field
• Valid Special Education Certification Special Education, EC-12
• De-Escalation/Restraint Certification Crisis Prevention Intervention (CPI) certification required within 30 days of providing instruction (District offers CPI training at no cost during the summer and throughout the school year)
• Applied Behavior Analysis (ABA) training required within one year of hire date
• Valid Driver's license with CDL Certification preferred if coaching a UIL sport
• Coaching experience preferred if coaching a UIL sport

Physical Requirements/Working Conditions

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.

The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.

Additional Information

• The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses.

 This position receives a stipend.