SUMMARY Teaches elementary and/or secondary school subjects including social and prevocational skills to special education students with a variety of neurological, learning, and social/emotional disabilities by performing the following duties. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Plan curriculum and prepare lessons and other instructional materials to meet the individual need of students, considering state and school requirements, physical, emotional, and educational levels of development, and requirements written in each student's Individual Education Plan (IEP). Confer with parents, administrators, related service providers, and outside agencies as necessary or directed to develop and implement the individual educational program for students. Instruct students in academic subjects per grade level and as directed. Create learning materials geared to each student's ability and interest as needed. Instruct students to improve sensory-motor and perceptual-motor development, perception, memory, language, cognition, and social and emotional development. Work with students to increase motivation, provide consistent reinforcement to learning, continuous assessment of level of functioning, and continuous feedback to student for all learning activities. Provide a comfortable, clean, work environment for student's. Develop and implement a positive classroom behavioral plan in coordination with related service providers and approved by supervisors. Work with parents to accept and develop skills in dealing with student's learning and behavioral difficulties. Insure that all required classroom records are current and complete, including written daily and weekly lesson plans, attendance registers, anecdotal records, and any other material directed by supervisors. Monitor student's daily progress through observation and use of standardized and teacher-made tests; report results to parent's and school districts through conferences and required progress reports. As a mandated reporter, immediately inform supervisor and a Center Director of any instance of alleged child abuse. Write all goals and objectives for students and present/discuss them at scheduled IEP meetings. Attend all parent conferences, training , and scheduled meetings as directed by the classroom supervisor. Follow all requirements written in the Center's Employee Handbook and procedure manuals, and all directives given by the classroom supervisor.