Special Education Teacher, East Valley High School, 1.0 FTE Continuing

Special Education Teacher

This teaching position will provide direct and indirect services and support to students eligible for special education services who are enrolled in non-traditional programs. Programs will include East Valley High School, Transitions, and other district programs affiliated with EVHS. Travel between sites may be required.

Services may range from a specially designed program to consultation and follow-up services regarding students who have transitioned to less restrictive environments. The program will focus on providing students with positive academic, social, emotional, adaptive, and behavioral experiences through specially designed individual education programs in a safe, predictable, and supportive environment. Under the direction and supervision of the director of special programs, principal, or designee, this teaching position will plan instruction, teach, motivate, inspire, and assess students. This teaching position will promote a high-quality education program that reflects state standards.

This list of essential job functions is not exhaustive and may be supplemented as necessary. Depending upon individual assignment, the employee may perform all or a combination of several of the following duties:

• Serve as a cooperative member of the school multidisciplinary team and team member of assessment for determination of eligibility, and the development of instructional and behavioral goals that support students with disabilities across a continuum of services and instructional settings.
• Develop, design, and implement individual education plans using evaluation results and assessment data. Assess student progress using progress monitoring strategies. Ensure data is collected and records are maintained for each student in designated areas to evaluate the effectiveness of the instructional intervention and behavior intervention plan or design.
• Provide specially designed instruction to students based on diagnostic data, showing students' abilities and achievement levels, planning using district-approved curriculum to accelerate growth and close the achievement gap. Appropriately consider student academic deficiencies, increase communication and socialization skills, and decrease behavior that disrupts the educational environment or is detrimental to self and others.
• Understand and apply the concepts of Applied Behavior Analysis (ABA) as the basis for instructional strategies used in the classroom and school environment.
• Conduct Functional Behavioral Analysis (FBA) individually or as a team member to identify the function of the student's behavior and to develop effective positive behavior supports and interventions (BIP). Collect and analyze data to determine the effectiveness of the intervention and modify when appropriate.
• Maintain professional knowledge and expertise; attend, participate, and implement district-level program requirements of IDEA and Statewide Assessment requirements.
• Follow district policies, procedures, and administrative directives as they pertain to WAC 392-172A.
• Generate and monitor the effectiveness of instructional and behavioral programs for individual students and adjust services accordingly.
• Provide consultation and follow-up services to general education teachers, parents, other district personnel, and community agencies as needed and authorized to ensure the successful transition of students into a less restrictive environment.
• Provide an orderly and structured environment with a positive climate that motivates students to achieve. Maintain emotional objectivity in stressful situations.
• Effectively manage, instruct, and supervise the activities of paraeducators, other staff, volunteers, and students working under your direction. Ensure they are trained and monitored in instructional programs and behavior intervention strategies, and that their interactions with students are monitored regularly.
• Provide all instructional staff, support staff, administrators, and specialists with a daily/weekly schedule of staff assignments and student activities to ensure supervision for instructional and behavioral supports.
• Collaborate on an ongoing basis as part of an intervention team to review student performance relevant to academic, social, emotional, and communication gains of the student and adjust instructional strategies as needed.
• De-escalation Training: Attend training, obtain certification, and maintain a high level of competence in restraint and de-escalation techniques determined by the district to minimize possible injury to students, self, or other staff members.
• Must be physically capable, have the core strength and endurance to work with physically challenging students.
• Develop lesson plans aligned to the Washington State Standards, utilizing the district's adopted curriculum and instructional program guidelines, focusing on individual student learning needs, adopted educational programs, and strategies to address …