Special Education Inclusion Coach - Mild/Moderate

Duties & Responsibilities

• Support and implement Davenport's Multi-Tiered System of Supports (MTSS) and special education priorities to ensure students with disabilities are successfully integrated into the general education environment.
• Engage teachers, teams, and building systems in the coaching cycle to enhance special education instructional practices and student outcomes.
• Provide expertise and hands-on support in implementing collaborative models and co-teaching techniques to ensure access to core grade-level standards, curriculum, and educational environment.
• Offer specific strategies to both teachers and students to support active learning and participation in the general education environment.
• Provide fading support to paraprofessionals to empower students with disabilities to gain independence in general education settings.
• Support the implementation of specialized District programs for students with low incidence disabilities, including significant intellectual, communication, and behavior disabilities, as well as vision and hearing impairments.

Key Responsibilities

• Approximately 70% or more of the position will be spent in classrooms or professional learning by:
  • Support and implement Davenport's Multi-Tiered System of Supports (MTSS) and special education priorities to ensure students with disabilities are successfully integrated into the general education environment.
  • Engage teachers, teams, and building systems in the coaching cycle to enhance special education instructional practices and student outcomes.
  • Provide expertise and hands-on support in implementing collaborative models and co-teaching techniques to ensure access to core grade-level standards, curriculum, and educational environment.
  • Offer specific strategies to both teachers and students to support active learning and participation in the general education environment.
  • Provide fading support to paraprofessionals to empower students with disabilities to gain independence in general education settings.
  • Support the implementation of specialized District programs for students with low incidence disabilities, including significant intellectual, communication, and behavior disabilities, as well as vision and hearing impairments.
• Approximately 30% or less of the position will be spent outside of classrooms doing the following:
  • Monitor student progress data, consult on schedules for teachers, para and students to optimize building-wide support, and advise on class and programs systems to support IEP teams in deploying a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
  • Support and guide teams in using data through a problem-solving framework to make informed decisions for individuals and groups of students.
  • Facilitate IEP meetings to ensure equity of voice, student-centered decisions, and effective coordination of service delivery as needed.
  • Maintain accurate student records and adhere to all district, state and federal confidentiality regulations.

Professional Development And Collaboration

• Organize, support, and provide special education professional development focused on inclusive strategies and evidence-based interventions as directed by administration.
• Participate in required professional development activities, workshops, and training sessions to enhance knowledge and skills.
• Collaborate with colleagues to share expertise, resources, and strategies for supporting students with disabilities.

Qualifications/Knowledge

• Teacher (Sped Endorsement), B-21 Social Worker (Endorsement-240), B-21 School Psychologist (Endorsement-236).
• Extensive experience in the field of special education.
• Proven leadership experience with the ability to coach adult learners and systems on special education topics.
• Demonstrates an understanding and celebration of the value of equitable and inclusive service delivery.
• Knowledge in differentiated instruction, classroom management, assistive technology, secondary transition and the MTSS framework for academic and social-emotional needs.
• Excellent communication and collaboration skills with staff, students, and families.

Physical Requirements

• (HBV ?Yes ? No)
• Work is performed primarily in school settings, including classrooms, common areas, and specialized learning environments.
• Requires frequent standing, walking, and occasional lifting up to 50 pounds.
• Ability to work with and manage students who exhibit challenging behaviors with high levels of dysregulation.
• Ability to escort a disruptive student safely from a setting.

Work Environment

• Noisy environment.
• Indoors and/or outdoors.
• Non-air-conditioned rooms.
• Safety, well-being, and work output of students.