Fort Bragg Unified School District
Teacher, Special Education:Moderate/Severe Handicapped
  

DEFINITION


The Special Day Class Teacher provides instruction and services for individuals with severe exceptional needs as described by the six California Standards for the Teaching Profession. 185 duty days annually.


SUPERVISION RECEIVED AND EXERCISED


Under the immediate direction of the principal in the school of assignment and under the general direction of the district level administrator assigned to special programs.  Will supervise classified employees whose assignment is in the special day class.


EXAMPLES OF DUTIESMay include, but are not limited to, the following:



  • Develops Individual Education Plans (IEPs) for students with severe handicapping conditions receiving special education instruction or services. 

  • Implements IEPs as developed by the multidisciplinary IEP team through the scheduling of individual, small group and class sessions, and development and implementation of necessary programs, materials and activities.

  • Provides instruction and services to students using the alternate curriculum approved by the California Department of Education, with a life skills or functional academic emphasis.

  • Develops individual goals based upon educational needs identified through assessment, with appropriate and measurable benchmarks or objectives for each school reporting period.

  • Serves as the coordinator and lead member of the IEP team for all students on his/her caseload.  Takes responsibility for the timely scheduling of all IEP meetings to include all IEP team members.

  • Provides ongoing monitoring and review of student progress, including a report on IEP benchmark or objective progress to parents at each school reporting period.

  • Confers and consults with parents and professional staff members on student’s skill acquisition, development, medical needs, school attendance and progress when concerns arise between designated school reporting periods.

  • Facilitates revision of IEP if special education student is not making sufficient progress on benchmarks or objectives to meet annual goal.

  • Facilitates revision of IEP if special education student has achieved annual goal prior to the due date.

  • Refer students to appropriate service providers and support personnel as indicated through assessment, and refer parent to agency representatives when indicated.

  • At the high school level, facilitate the development of individual transition plans, which specify a four year plan of transition to post secondary education, employment and independent or supported living.

  • At the post-secondary level, implements transition plan as the primary emphasis of IEP, to include employment training and independent or supported living.

  • As the case carrier for students with IEPs, takes responsibility that all other service providers and IEP team members generate written reports and goals for students with IEPs, and that the paperwork from all IEP team members is shared with the parent and filed appropriately in the student’s confidential file.

  • Maintain appropriate, legally compliant files and records on each student. 

  • Maintains a behavioral climate in the classroom conducive to learning, utilizing appropriate behavior modification techniques to achieve this climate.

  • Assists in the development and is responsible for the implementation of behavior support and behavior intervention plans for each student whose behavior impedes his/hers or others learning.

  • Implements special programs required for each student, including PECs, PRO-ACT, discrete trials, TEEACH, etc., as determined appropriate for individual students.

  • Provides and supervises classified staff in the provision of required physical care of students which may include toileting, gastronomy tube feedings, positioning, lifting, use of adaptive and therapeutic equipment, seizure care or other.

  • Develops and maintains daily schedule of students, self and classified staff to best meet the needs of students assigned to program, maintaining inclusion in the general education classrooms to the maximum extent appropriate for each student.

  • Maintains professional competence through attendance at special education staff meetings and staff development training offered by the district, SELPA and region.

  • Informs parents of procedural safeguards and procedures, unless it is arranged that the administrative designee will do so.

  • Demonstrates knowledge of federal and State laws that affect special education through practices and paperwork.

  • Maintains individual supplies budget; orders appropriate instructional materials/equipment, supplies and books.

  • Performs other related duties as specified by the site principal and/or district  level administrator.

  • Develops and implements specially designed physical education program.


MINIMUM QUALIFICATIONS



  • Possession of any valid credential issued by the State of California to perform the services of a special education teacher for severe students:

    • Specialist Credential in Special Education – Severely Handicapped

    • Education Specialist Instruction Credential – Moderate/Severe



  • Crosscultural Language and Academic Development (or comparable) Certificate

  • Computer literate.


Ability to:



  • Follow Board of Education and district policies, as well as school procedures, rules, and regulations.

  • Accept and fulfill assigned responsibilities and duties in a timely and efficient manner.

  • Promote a positive professional image by action, communication, and appearance.

  • Train, supervise and objectively participate in the evaluation of instructional assistants.

  • Teach in an individual, small group and whole class format to students in accordance with IEPs.

  • Establish and maintain rapport with students, parents, teachers and administrators.

  • Establish and maintain cooperative and effective working relationships with those contacted in the course of work.

  • Understand the difference between “enabling” and “empowering”, and to set and maintain high individual standards for each student based on level of functioning in order to achieve the highest degree of student independence that each student is capable of.

  • Utilize computerized IEP forms.

  • Demonstrate empathy for parents of students with severe learning handicaps and the ability to gain perspective when parents appear demanding, blaming or dissatisfied.


Experience Minimum of one year of experience in working with severely handicapped students in public schools.  Verified competency in the area of communicating with parents and staff, behavior modification, language programs, and manual communication. 


Special Requirements:



  • Strong commitment to working with students with a wide range of severe handicapping conditions and the parents of such.

  • Ability to speak Spanish will enhance qualifications.

  • Employees assigned to multiple sites will be responsible for providing their own transportation to and from each.

  • Advanced training in behavior modification and development of behavior support or intervention plans, language development, language training methodology, manual communication, and treatment of autism will enhance qualifications.


Physical RequirementsHearing and speaking to exchange infomration in person and ont he telephone.Seeing to read, prepare and proofread docuemnts and perform assigned duties.Sitting or standing for extended periods of time.Dexterity of hands and fingers to operate a computer keyboard and other office equipment. Ability to exert 50 pounds of force frequently.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.







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