ESSENTIAL DUTIES AND RESPONSIBILITIES: • Develop, maintain IEPs, quarterly reports, progress monitoring for measuring goals • Collect and report progress monitoring data for all student goals • Conduct IEP meetings within mandated timelines • Make data-driven instructional decisions to improve student outcomes • Complete Quarterly Progress Reports • Complete mandatory reporting as required by state and federal guidelines. • Complete all special education paperwork accurately, according to regulations, and on time • Develop and monitor appropriate transition plans for students of transition age • Serve as a liaison and resource to Special Education Local Plan Areas (SELPA’s) • Adapts lesson for the purpose of implementing the IEP goals and meeting the special needs of students. • Advises 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. • Assesses student’s social needs (e.g. behavioral, motor development, communication, etc.) and academic needs (developmental level, vocational abilities, etc.) for the purpose of evaluating students and family requirements, placement and success of the program. • Collaborates with school personnel, agencies 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. • Directs instructional assistants, volunteers and/or student aides for the purpose of providing an effective school program and addressing the needs of individual students. • Instructs students with individualized special needs for the purpose of developing appropriate academic interpersonal and daily living skills through a defined course of study. • Manages student behavior for the purpose of providing a safe and optimal learning environment. • Prepares teaching materials and reports (e.g. grades, attendance, anecdotal records, etc.) for the purpose of implementing lesson plans and providing documentation of teacher and student progress. • Reports 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. • Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities. • Participates in various meetings (e.g. individual education plan meetings, conferences, in-service training, site meetings, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements. EDUCATION & EXPERIENCE • The education specialist shall possess the appropriate special education credential to serve the student population. The California special education teaching credential shall be based on a bachelor’s degree and student teaching or possession of a valid intern credential as required by California Charter School Act of 1992 and the federal No Child Left Behind Act. Credential must be appropriate for the teaching assignment; • Possession of one of the documents issued by the California Commission on Teacher Credentialing (CCTC) that authorizes instruction to English Learners (EL). Including, but not limited to: Multiple or Single Subject Teaching Credential with English Learner Authorization or CLAD/BCLAD Emphasis, District Intern Credential with English Learner Authorization/BCLAD Emphasis, Bilingual Cross-cultural Specialist Credential, or CLAD/BLCAD Certificate. (per Credential Leaflet: CL-622 from California Commission on Teacher Credentialing). • Three or more years experience serving students with special needs Qualifications • Required knowledge, skills & abilities: • Skills to motivate students, communicate with individuals from varied educational and cultural backgrounds, direct support personnel, evaluate performance, address student needs. • Knowledge of appropriate special education category (learning, severely, communication, visually and/or physically handicapped), age-appropriate teaching methods, state curriculum framework, education code and relevant laws. • Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parents and other school personnel, meet scheduling deadlines. Significant physical abilities include lifting/carrying, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision. • Licenses, Certifications, Bonding, and/or Testing Required: Teaching Credential for appropriate level of instruction and/ specialty area of special education. Criminal Justice Fingerprint Clearance. WORKING CONDITIONS Environment & Physical • The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under minimal temperature variations and in a generally hazard free environment. • Office environment: constant interruptions • Outdoor environment: driving a person vehicle to conduct work; visit school sites; travel to other organizations and companies; meetings and workshops • Ability to hear and comprehend speech at normal volumes. • Dexterity of hands and fingers to operate computer keyboard and other office equipment. • Reasonable accommodation will be made to enable individuals with disabilities to perform essential job functions. Fortune School of Education provides equal employment opportunities to all employees and applicants and prohibits discrimination and harassment of any kind based on race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other protected characteristic. This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.