TITLE:  Community Steps .5 Special Education Teacher 

PREFERRED QUALIFICATIONS:

-Current State Certification

-Master’s Degree is highly recommended

-Previous teaching experience is preferred

REPORTS TO: Assistant Director of Support Services

JOB GOAL:                          To plan, implement, and evaluate specialized educational interventions as written in students’ Individual Educational Plans (IEP’s) so as to ensure a successful transition experience for those students identified as requiring special education services for our young adults ages 18-22.

PERFORMANCE RESPONSIBILITIES:

• Write and implement IEPs that align to the students individual levels and to CT Core Transition Skills
• Maintain data and effectively communicate progress and transitioning planning to students and families
• Collaborate and foster relationships with community stakeholders to support community participation and vocational internships
• Partner with adult service providers to build a transition plan for students post public school
• Work with related service providers to create daily student schedules
• Organize and complete weekly transportation schedules
• Oversee the daily management and scheduling of paraprofessionals/job coaches

 Pre-Referral

• Work collaboratively with regular educators to identify teaching interventions which match student learning needs.
• Assist in assessment of student responsiveness to teaching interventions designed to address learning needs.
• Work collaboratively with regular educators to generally address student learning needs in an ongoing fashion within the context of the regular classroom.
• Work collaboratively with regular educators to identify student strengths and vulnerabilities.
• Assist in the preliminary identification of students for whom the suspicion of a disability exists.

Referral to Special Education

• Assist in the completion of all paperwork necessary to process an official referral to special education.
• Serve as member of the Planning and Placement Team (the official decision making body in special education) to:
• Consider the appropriateness of referral to special education.
• Design comprehensive and individualized assessments when students are initially referred for special education.

 Serve as Member of the Planning & Placement Team:

• Consider the implication of evaluation and assessment data.
• Determine eligibility for special education services and programs.
• Develop, review and revise individualized education plans as required by law and district policy.
• Design assessments to be used to reconsider student eligibility at least every three years.
• Participate in decisions to discontinue students from eligibility for special education programs and services.
• Assist in taking notes as assigned.
• Provide input on goals and objectives and present levels of performance at Planning and Placement Team meetings.

Evaluation:

• Administer individualized educational assessments as designed by the Planning and Placement Team.
• Score, analyze and interpret results of educational assessments in conjunction with other team evaluators. Communicate with parents and other Planning and Placement Team members regarding such assessments and results.
• Prepare written reports of assessments including recommendations concerning interpretation of findings; intervention strategies, as well as specific instructional needs.
• Present assessment results at Planning and Placement Team Meetings.

Serve as Case Manager when assigned:

• Serve as key liaison to larger community of learners and families for students on caseload.
  • Communicate pertinent information about teaching and learning for individual students to other teachers and service providers.
  • Maintains communication to parents and colleagues over time as needed to support and promote student services in the regular program. ? (a) Request assistance from (b) make referrals to related services staff, e.g., counseling, psychology, speech/language, etc., as needed.
• Assist in the design and implementation of behavior management plans for students whose needs extend to this domain.
• Maintain a schedule of annual reviews and triennial (re-evaluation) reviews consistent with law and district practice.
• Plan and schedule Planning and Placement Team Meetings for assigned students as needed to comply with legal and district policy requirements. e) Coordinate meetings with staff and/or parents as needed to share information regarding students’ programs and progress.
• Ensure that all required paperwork is distributed to parents.
• Ensure all paperwork for student transportation needs is completed in a timely fashion
• Assist in the transition process of students from building to building and/or program to program.
• Determine if additional training of staff is required and assure implementation of same

Instruction:

• Provide direct instruction to students as outlined by the Individual Education Plans.
• Provide collaborative instruction within regular classroom.
• Provide consultation services to colleagues as needed.
• Ensure that appropriate data is collected to support implementation of the IEP and be prepared to share data with building staff and parents.
• Institute program revisions as needed

Supervision/Support of Paraprofessionals:

• Provide direction to paraprofessionals to Individual Education Plan requirements and district policies and practices.
• Provide support to paraprofessionals whose primary assignment is working with students in the regular education context to ensure compliance with Individualized Education Plan requirements and district policies and practices.
• Provide ongoing direction and information about students on the caseload to both resource and classroom paraprofessionals.
• Assist administration in the evaluation of paraprofessionals.
• Assist administration in the review of paraprofessional candidates for hiring.
• Develop and revise schedules with paraprofessionals as student needs arise and change.

TERMS OF EMPLOYMENT: On teacher salary schedule and contract.

EVALUATION: Performance of this job will be evaluated annually in accordance with the provisions of the Wilton Staff Appraisal Program.

Wilton Public Schools is committed to a policy of equal opportunity for all qualified persons.

Wilton Public Schools does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to, intellectual disability, past or present history of mental disorder, physical disability or learning disability), genetic information & testing, Family & Medical Leave status, protected veteran status, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.

Wilton Public Schools prohibits retaliation against individuals who bring forth any complaint, orally or in writing, to the employer or the government, or against any individuals who assist or participate in the investigation of any complaint or otherwise oppose discrimination.