Fort Bragg Unified School District Logo

Pool Teachers SPED Res MI/MOD or MOD/SVR.Open Until Filled Vac.16-943 at Fort Bragg Unified School District

Application Deadline

4/9/2021 4:30 PM Pacific

Date Posted
2/18/2021
Contact
Suzie Gibson
(707) 961-2850 3502
Number of Openings
3
Salary
Add'l Salary Info
Starting Salary $44,794-$67,757 DOE Annual Prorated Open Until Filled
Length of Work Year
1.0 FTE 185 Service Duty Days
Employment Type
Full Time
Work Location:To be determined
Keenan,Union FBDTA,Retirement,Participation Require
TB & Fingerprint Clearance Required
Payroll Monthly

About the Employer

FBUSD schools include Redwood Elementary School (grades PreK - 2), Dana Gray Elementary (grades 3 - 5), Fort Bragg Middle School (grade 6 - 8), Fort Bragg High School (grades 9 - 12) and three alternative schools - Noyo High School (continuation), Lighthouse Community Day School (grades 9 - 12) and Shelter Cove Community Day School (grades 4 - 8). FBUSD is nestled on the rugged northern California coastline. Comprised of approximately 1700 students, FBUSD is the second largest school district in Mendocino County. With a wide array of athletic teams, a strong academic program, and an extensive range of extra-curricular options, FBUSD students continually have an impressive range of options after high school. The Fort Bragg community is incredibly supportive of all school activities and events and donates generously to programs and scholarships.

Job Summary

Job Summary

RESOURCE MI/MOD DEFINITION: The Special Education Resource Specialist Teacher provides instruction and services for individuals with exceptional needs at elementary or secondary levels as described by the six California Standards for the Teaching Profession. 185 duty days annually. TEACHER SPECIAL DAY CLASS MOD/SVR 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.

Job Description / Essential Elements:    Print   

Pool Teacher MI/MID or MOD SVR

 

RESOURCE MI/MOD DEFINITION:  The Special Education Resource Specialist Teacher provides instruction and services for individuals with exceptional needs at elementary or secondary levels as described by the six California Standards for the Teaching Profession. 185 duty days annually.  TEACHER SPECIAL DAY CLASS MOD/SVR 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. 

RESOURCE MI/MOD

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 assigned to the resource classroom.  EXAMPLES OF DUTIES:  May include, but are not limited to, the following:  Provides instruction and direct services for all students enrolled in the resource specialist program on an individual or small group basis either in a self-contained or general education classroom.  Participates as a member of the student study team (SST) or another such multidisciplinary committee to identify the learning and intervention needs of students not meeting grade-level standards in the general classroom.  Provides early intervention to student’s grades k – 5 as identified and referred by the SST or other such team in core academic areas in order to remediate skill deficits as a component of the early intervention model at the elementary levels.  Provides consultation and guidance to classroom teachers on behalf of students identified and referred by the SST or other such team in order to differentiate the classroom curriculum and instructional practices, or provide appropriate and reasonable accommodations in order for these students to access the grade-level standards.  Assists in the assessment and written report for students who are suspected of having learning disabilities or other non-severe handicapping conditions and who have been referred for special education consideration.  Assists in the diagnosis of learning problems; prepares appropriate prescriptive programs based on the diagnostic findings and evaluates progress.  Provides appropriate individualized instructional resources and materials appropriate to the individual’s learning needs in cooperation with other support personnel.  

Cooperates with the classroom teacher and principal in conferring with pupils, parents, and staff regarding the referred individual’s educational progress.  Serves as the coordinator and a member of the Individual Education Plan (IEP) team for all referrals and students on his/her caseload.  Takes responsibility for writing annual academic goals for students with IEPs, short-term goals for students receiving intervention outside of the IEP process, and is responsible for evaluating progress.  Confers on a regular basis with classroom teachers to ensure instructional continuity, delivery of the core curriculum, and complete implementation of the IEP.  Evaluates and reviews special education student progress on a regular basis, reports progress to the IEP team at least annually, and facilitates the revision of the IEP as necessary.  Facilitates revision of IEP if special education student is not making sufficient progress to meet the annual goal. Facilitates revision of IEP if special education student has achieved annual goal prior to the due date. 

As the case carrier for students with IEPs takes responsibility that all other support personnel 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.  Maintains appropriate, legally compliant files and records on each student.  Informs parents of special education students 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.  Coordinates in-service on early intervention or special education topics to the site-level staff at the request of the site principal.  Maintains professional competence through attendance at special education staff meetings and staff development training offered by the district, SELPA, and region.  Maintains a behavioral climate when in the self-contained classroom conducive to learning, utilizing appropriate behavior modification and classroom management techniques to achieve this climate.   Develops and maintains a daily schedule of students, self, and resource staff to best meet the needs of students assigned to the program.  Performs other related duties as specified by the site principal and/or district level administrator. MINIMUM QUALIFICATIONS:  Possession of any valid credential issued by the State of California to perform the services of a special education teacher for non-severe students:  Resource Specialist Certificate, Specialist Credential in Special Education – Learning Handicapped, Education Specialist Instruction Credential – Mild/Moderate Disabilities Cross-cultural 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 and supervise and objectively evaluate instructional assistants.  Teach small groups of students in accordance with IEP’s or early intervention assignments. 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. Utilize computerized IEP forms.  Experience:  Minimum of one year of experience in working with students with mild to moderate exceptional learning needs in public schools.  Verified competency in the area of communicating with parents and staff, behavior modification, learning disorders, and language development.  Special Requirements:  Strong commitment to working with reluctant and struggling learners and the parents and teachers of reluctant and struggling learners.  The ability to speak Spanish will enhance qualifications.  Advanced college training in the following areas:  behavior modification and development of behavior or support plans, learning disorders, and language development will enhance qualifications.  Employees assigned to multiple sites will be responsible for providing their own transportation to and from each. 

TEACHER SPECIAL DAY CLASS MOD/SVR

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 DUTIES:  May 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 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 schools reporting periods.  Facilitates revision of IEP if special education student is not making sufficient progress on benchmarks or objectives to meet the annual goal.  Facilitates revision of IEP if special education student has achieved annual goal before the due date.  Refer students to appropriate service providers and support personnel as indicated through assessment, and refer parents 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/her or others' learning.  Implements special programs required for each student, including PECs, PRO-ACT, discrete trials, TEACH, etc., as determined appropriate for individual students.  Provides and supervises classified staff in the provision of the required physical care of students which may include toileting, gastronomy tube feedings, positioning, lifting, and use of adaptive and therapeutic equipment, seizure care, or others.  Develops and maintains a daily schedule of students, self, and classified staff to best meet the needs of students assigned to the 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 programs.  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, Cross-cultural 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 set and maintain high individual standards for each student based on the level of functioning 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.  The 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.  Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.  Physical Requirements:  Hearing and speaking to exchange information in person and on the telephone.  Seeing to read, prepare, and proofread documents 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 25 pounds of force frequently to lift, carry, push, pull or otherwise move objects.  Ability to stoop, climb, stand for long periods of time and perform physical labor, physical mobility, and stamina to participate in activities that may be strenuous.  Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job. 

 

Requirements / Qualifications

RESOURCE MI/MOD 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 assigned to the resource classroom. EXAMPLES OF DUTIES: May include, but are not limited to, the following: Provides instruction and direct services for all students enrolled in the resource specialist program on an individual or small group basis either in a self-contained or general education classroom. Participates as a member of the student study team (SST) or another such multidisciplinary committee to identify the learning and intervention needs of students not meeting grade-level standards in the general classroom. Provides early intervention to student’s grades k – 5 as identified and referred by the SST or other such team in core academic areas in order to remediate skill deficits as a component of the early intervention model at the elementary levels. Provides consultation and guidance to classroom teachers on behalf of students identified and referred by the SST or other such team in order to differentiate the classroom curriculum and instructional practices, or provide appropriate and reasonable accommodations in order for these students to access the grade-level standards. Assists in the assessment and written report for students who are suspected of having learning disabilities or other non-severe handicapping conditions and who have been referred for special education consideration. Assists in the diagnosis of learning problems; prepares appropriate prescriptive programs based on the diagnostic findings and evaluates progress. Provides appropriate individualized instructional resources and materials appropriate to the individual’s learning needs in cooperation with other support personnel.

Cooperates with the classroom teacher and principal in conferring with pupils, parents, and staff regarding the referred individual’s educational progress. Serves as the coordinator and a member of the Individual Education Plan (IEP) team for all referrals and students on his/her caseload. Takes responsibility for writing annual academic goals for students with IEPs, short-term goals for students receiving intervention outside of the IEP process, and is responsible for evaluating progress. Confers on a regular basis with classroom teachers to ensure instructional continuity, delivery of the core curriculum, and complete implementation of the IEP. Evaluates and reviews special education student progress on a regular basis, reports progress to the IEP team at least annually, and facilitates the revision of the IEP as necessary. Facilitates revision of IEP if special education student is not making sufficient progress to meet the annual goal. Facilitates revision of IEP if special education student has achieved annual goal prior to the due date.

  • Copy of Transcript (Upon hire originals in unopened envelopes will be required.)
  • Credential Copy (Earned degrees)
  • English Learner Authorization (If applicable, CBEST,CSET,RICA,PRAXIS,ETC.)
  • Letter of Introduction (Introduce yourself)
  • Letter(s) of Recommendation (3 current if possible.)
  • Resume (Listing work experience)

Requirements / Qualifications

RESOURCE MI/MOD 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 assigned to the resource classroom. EXAMPLES OF DUTIES: May include, but are not limited to, the following: Provides instruction and direct services for all students enrolled in the resource specialist program on an individual or small group basis either in a self-contained or general education classroom. Participates as a member of the student study team (SST) or another such multidisciplinary committee to identify the learning and intervention needs of students not meeting grade-level standards in the general classroom. Provides early intervention to student’s grades k – 5 as identified and referred by the SST or other such team in core academic areas in order to remediate skill deficits as a component of the early intervention model at the elementary levels. Provides consultation and guidance to classroom teachers on behalf of students identified and referred by the SST or other such team in order to differentiate the classroom curriculum and instructional practices, or provide appropriate and reasonable accommodations in order for these students to access the grade-level standards. Assists in the assessment and written report for students who are suspected of having learning disabilities or other non-severe handicapping conditions and who have been referred for special education consideration. Assists in the diagnosis of learning problems; prepares appropriate prescriptive programs based on the diagnostic findings and evaluates progress. Provides appropriate individualized instructional resources and materials appropriate to the individual’s learning needs in cooperation with other support personnel.

Cooperates with the classroom teacher and principal in conferring with pupils, parents, and staff regarding the referred individual’s educational progress. Serves as the coordinator and a member of the Individual Education Plan (IEP) team for all referrals and students on his/her caseload. Takes responsibility for writing annual academic goals for students with IEPs, short-term goals for students receiving intervention outside of the IEP process, and is responsible for evaluating progress. Confers on a regular basis with classroom teachers to ensure instructional continuity, delivery of the core curriculum, and complete implementation of the IEP. Evaluates and reviews special education student progress on a regular basis, reports progress to the IEP team at least annually, and facilitates the revision of the IEP as necessary. Facilitates revision of IEP if special education student is not making sufficient progress to meet the annual goal. Facilitates revision of IEP if special education student has achieved annual goal prior to the due date.

  • Copy of Transcript (Upon hire originals in unopened envelopes will be required.)
  • Credential Copy (Earned degrees)
  • English Learner Authorization (If applicable, CBEST,CSET,RICA,PRAXIS,ETC.)
  • Letter of Introduction (Introduce yourself)
  • Letter(s) of Recommendation (3 current if possible.)
  • Resume (Listing work experience)

Comments and Other Information

As the case carrier for students with IEPs takes responsibility that all other support personnel 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. Maintains appropriate, legally compliant files and records on each student. Informs parents of special education students 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. Coordinates in-service on early intervention or special education topics to the site-level staff at the request of the site principal. Maintains professional competence through attendance at special education staff meetings and staff development training offered by the district, SELPA, and region. Maintains a behavioral climate when in the self-contained classroom conducive to learning, utilizing appropriate behavior modification and classroom management techniques to achieve this climate. Develops and maintains a daily schedule of students, self, and resource staff to best meet the needs of students assigned to the program. Performs other related duties as specified by the site principal and/or district level administrator. MINIMUM QUALIFICATIONS: Possession of any valid credential issued by the State of California to perform the services of a special education teacher for non-severe students: Resource Specialist Certificate, Specialist Credential in Special Education – Learning Handicapped, Education Specialist Instruction Credential – Mild/Moderate Disabilities Cross-cultural 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 and supervise and objectively evaluate instructional assistants. Teach small groups of students in accordance with IEP’s or early intervention assignments. 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. Utilize computerized IEP forms. Experience: Minimum of one year of experience in working with students with mild to moderate exceptional learning needs in public schools. Verified competency in the area of communicating with parents and staff, behavior modification, learning disorders, and language development. Special Requirements: Strong commitment to working with reluctant and struggling learners and the parents and teachers of reluctant and struggling learners. The ability to speak Spanish will enhance qualifications. Advanced college training in the following areas: behavior modification and development of behavior or support plans, learning disorders, and language development will enhance qualifications. Employees assigned to multiple sites will be responsible for providing their own transportation to and from each. TEACHER SPECIAL DAY CLASS MOD/SVR 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 DUTIES: May 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 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 schools reporting periods. Facilitates revision of IEP if special education student is not making sufficient progress on benchmarks or objectives to meet the annual goal. Facilitates revision of IEP if special education student has achieved annual goal before the due date. Refer students to appropriate service providers and support personnel as indicated through assessment, and refer parents 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/her or others' learning. Implements special programs required for each student, including PECs, PRO-ACT, discrete trials, TEACH, etc., as determined appropriate for individual students. Provides and supervises classified staff in the provision of the required physical care of students which may include toileting, gastronomy tube feedings, positioning, lifting, and use of adaptive and therapeutic equipment, seizure care, or others. Develops and maintains a daily schedule of students, self, and classified staff to best meet the needs of students assigned to the 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 programs. 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, Cross-cultural 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 set and maintain high individual standards for each student based on the level of functioning 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. The 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. Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job. Physical Requirements: Hearing and speaking to exchange information in person and on the telephone. Seeing to read, prepare, and proofread documents 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 25 pounds of force frequently to lift, carry, push, pull or otherwise move objects. Ability to stoop, climb, stand for long periods of time and perform physical labor, physical mobility, and stamina to participate in activities that may be strenuous. Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

Comments and Other Information


As the case carrier for students with IEPs takes responsibility that all other support personnel 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. Maintains appropriate, legally compliant files and records on each student. Informs parents of special education students 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. Coordinates in-service on early intervention or special education topics to the site-level staff at the request of the site principal. Maintains professional competence through attendance at special education staff meetings and staff development training offered by the district, SELPA, and region. Maintains a behavioral climate when in the self-contained classroom conducive to learning, utilizing appropriate behavior modification and classroom management techniques to achieve this climate. Develops and maintains a daily schedule of students, self, and resource staff to best meet the needs of students assigned to the program. Performs other related duties as specified by the site principal and/or district level administrator. MINIMUM QUALIFICATIONS: Possession of any valid credential issued by the State of California to perform the services of a special education teacher for non-severe students: Resource Specialist Certificate, Specialist Credential in Special Education – Learning Handicapped, Education Specialist Instruction Credential – Mild/Moderate Disabilities Cross-cultural 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 and supervise and objectively evaluate instructional assistants. Teach small groups of students in accordance with IEP’s or early intervention assignments. 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. Utilize computerized IEP forms. Experience: Minimum of one year of experience in working with students with mild to moderate exceptional learning needs in public schools. Verified competency in the area of communicating with parents and staff, behavior modification, learning disorders, and language development. Special Requirements: Strong commitment to working with reluctant and struggling learners and the parents and teachers of reluctant and struggling learners. The ability to speak Spanish will enhance qualifications. Advanced college training in the following areas: behavior modification and development of behavior or support plans, learning disorders, and language development will enhance qualifications. Employees assigned to multiple sites will be responsible for providing their own transportation to and from each. TEACHER SPECIAL DAY CLASS MOD/SVR 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 DUTIES: May 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 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 schools reporting periods. Facilitates revision of IEP if special education student is not making sufficient progress on benchmarks or objectives to meet the annual goal. Facilitates revision of IEP if special education student has achieved annual goal before the due date. Refer students to appropriate service providers and support personnel as indicated through assessment, and refer parents 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/her or others' learning. Implements special programs required for each student, including PECs, PRO-ACT, discrete trials, TEACH, etc., as determined appropriate for individual students. Provides and supervises classified staff in the provision of the required physical care of students which may include toileting, gastronomy tube feedings, positioning, lifting, and use of adaptive and therapeutic equipment, seizure care, or others. Develops and maintains a daily schedule of students, self, and classified staff to best meet the needs of students assigned to the 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 programs. 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, Cross-cultural 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 set and maintain high individual standards for each student based on the level of functioning 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. The 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. Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job. Physical Requirements: Hearing and speaking to exchange information in person and on the telephone. Seeing to read, prepare, and proofread documents 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 25 pounds of force frequently to lift, carry, push, pull or otherwise move objects. Ability to stoop, climb, stand for long periods of time and perform physical labor, physical mobility, and stamina to participate in activities that may be strenuous. Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.