Special Education Teachers
POSITION SUMMARY - ACADEMIC CORE:
An academic core program (ACP) teacher works with students with identified disabilities that demonstrate primary learning needs in the academic domain. They may need intensive specially designed instruction to learn how to read, write, and solve mathematical calculations and problems. Additionally, they may have special needs in the social-emotional and/or functional life skills domains, but there are secondary to their academic core needs.
POSITION SUMMARY - FUNCTIONAL CORE:
A functional core program (FCP) teacher works with identified disabilities that demonstrate primary learning needs in the functional life skills domain. They may need intensive specially designed instruction to learn how to independently manage self-care or to acquire basic academic and social-emotional skills needed to be successful in supervised or sheltered adult employment. Functional core programs are also for students with significant disabilities, including those who are medically fragile, who need to develop basic communication and skills for participating in daily support routines.
POSITION SUMMARY - RESOURCE SUPPORT:
A resource support program (RSP) teacher works with identified special education students who may receive services in the special education and or general education settings. The RSP teacher, in collaboration with the general education teachers design and implement services to meet the needs of the students with a variety of disabilities such as autism, cognitive deficits, behavioral disabilities, and specific learning disabilities.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Develop and maintain compliant individual education plans (IEPs) and other compliance documents.
- Develop, implement, and adjust appropriate programming to provide access to a student’s least restrictive environment (LRE).
- Provide interventions and systematic purposeful instruction at students’ instructional levels, linking district initiatives and grade level expectations to IEPs.
- Coordinate with general education teachers to address students’ instructional needs in order to support further involvement in core instruction.
- Design and implement intervention based on student assessment and evaluation.
- Collect and utilize data and frequent ongoing progress monitoring systems to inform instructional decisions or revisions.
- Design and implement appropriate accommodations and modifications.
- Train and supervise paraeducators.
- Provide individualized inclusion opportunities.
REQUIRED QUALIFICATIONS:
Education and Experience
A current Washington state teaching certificate with a special education endorsement