K-5 Elementary Special Education Teacher

187‑day contract for the 2026‑2027 school year (8/21/26 – 6/16/27). Reports to Building Administration, Director of Special Education. Includes insurance, retirement benefits, and paid time off.

Position Summary

The Elementary Special Education Teacher provides specially designed instruction and coordinated support to students with disabilities in accordance with IDEA, state regulations, and district policy. Serving as case manager, the teacher supports learners across inclusive general education classrooms, co‑taught environments, small‑group instruction, and individualized settings, ensuring access to grade‑level standards and promoting academic, functional, social, emotional, behavioral, and adaptive growth.

Essential Responsibilities

IEP Development and Case Management

• Develop, implement, and monitor Individualized Education Programs (IEPs), including PLAAFP statements, measurable annual goals, accommodations, modifications, specially designed instruction, related services, and supplementary aids.
• Serve as IEP case manager for assigned students, ensuring compliance with federal, state, and district procedural safeguards, timelines, and documentation requirements.
• Facilitate IEP meetings and collaborate with families and multidisciplinary team members to design programming that supports academic, functional, behavioral, and social‑emotional development.
• Monitor and document student progress toward IEP goals and Wyoming Content and Performance Standards, using data to inform instructional adjustments.

Instruction and Student Support

• Provide specially designed instruction tailored to individual student strengths and needs across academic, behavioral, communication, executive functioning, adaptive, and social‑emotional domains.
• Deliver services in inclusive classrooms, co‑teaching models, resource settings, and small‑group or individualized instruction.
• Provide explicit, systematic, evidence‑based instruction in foundational reading skills (phonemic awareness, phonics, fluency, vocabulary, comprehension) consistent with the science of reading and district literacy frameworks.
• Differentiate instruction and implement evidence‑based practices to ensure access to grade‑level curriculum and meaningful participation in the general education environment.
• Develop and implement positive behavior supports and intervention plans in collaboration with classroom teachers and support staff.
• Establish and maintain a safe, structured, inclusive learning environment that promotes engagement, independence, and self‑advocacy.

Collaboration and Consultation

• Collaborate with general education teachers to design inclusive learning environments and implement accommodations, modifications, and instructional strategies aligned to student IEPs.
• Provide consultation on differentiated instruction, assistive technology, sensory supports, behavior strategies, and accessible instructional materials.
• Schedule and participate in team meetings, including child study and multidisciplinary team meetings.
• Confer regularly with families, administrators, school psychologists, related service providers, and other specialists to coordinate services and monitor student progress.
• Develop and maintain effective systems for communication, monitoring, and follow‑up for students receiving services in inclusive settings.

Documentation and Compliance

• Maintain accurate, confidential, and timely records in accordance with state and district policies.
• Prepare required reports related to eligibility, progress monitoring, reevaluation, and service delivery.
• Participate in evaluation and reevaluation processes, reviewing data and contributing to eligibility determinations and team reports.

Professional Practice

• Participate in professional learning communities, staff development, and curriculum alignment activities.
• Maintain professional competence through ongoing training in inclusive practices, evidence‑based interventions, and legal compliance.
• Perform other related duties as assigned in support of student learning and district initiatives.

Education, License, and Certification

• Wyoming State Certification – must obtain a Teaching Certificate from the Wyoming Professional Teaching Standards Board with a K‑6 or K‑12 Exceptional Generalist Endorsement.
• Proficient knowledge of IDEA and Wyoming rules governing special education programs and services.
• Evidence of effective classroom and behavior management skills.
• Knowledge of explicit instruction, curriculum‑based measurement, and ability to plan comprehensive academic and behavioral interventions.
• Excellent communication, problem‑solving, and collaborative decision‑making skills.
• Degree – Bachelor’s, Master’s, or Doctorate (out‑of‑state experience up to 7 years considered).
• Graduate credits beyond degree are a plus.

Physical Demands

The role frequently requires standing, talking, hearing, and occasional walking or sitting on the floor. Occasionally the teacher may push or lift up to 50 lb (including a student), bend or twist at the neck, lift arms to write on a board, and stoop, kneel, crouch, or reach 0‑24 inches (up to 36 inches above the head). Vision requirements include close reading of handwritten or typed material and screen use; hearing ability to monitor student activity and respond to communication is required.

Work Environment

The work environment is typically indoor, low to moderate noise (may become loud with large groups), and occasionally outdoors (playground duty, bus loading/unloading). The teacher moves between rooms and crowded hallways, may encounter unpredictable weather, and works in a hazard‑free, clean, and healthy setting.