Special Education Strat II: BD/LD

Duties & Responsibilities

• Provide research based social skills instruction and intervention.
  • Attend all required trainings by special education department and/or District.
  • Be willing to accept feedback regarding implementation and use feedback to implement changes in instruction.
  • Provide instruction based upon the Iowa Core Standards.
  • Regularly use data to drive instruction and make educational decisions.
  • Complete all paperwork appropriately and in a timely manner, including updating progress monitoring.
  • Collaborate with general education teachers to ensure student is progressing towards grade level skills and/or standards.
  • Implement services outlined in each individual's IEP with fidelity.
  • Work with Behavioral and Learning Disabilities Mild, Moderate and Severe; including students diagnosed with Autism and Spectrum Disorder.
  • Develop and implement behavior intervention strategies based upon applied behavior analysis to provide services to students in the school environment as an alternative to suspension.
• Establish clear objectives for all lessons, units, and projects and effectively communicate those objectives to students.
  • Identify students' needs and make appropriate referrals and develop strategies for individual education plans.
  • Effectively communicate with parents by means of newsletters, e-mail, notes, phone calls and individual parent conferences.
  • Discuss student problems, behavior incidents, positive developments, and progress with parents in an honest, sensitive, and confidential manner.
  • Promote parent participation and involvement in education activities provided for their children.
  • Confer and cooperate with other staff members to plan and schedule lessons promoting student learning, following approved curricula.
  • Confer with parents or guardians, other teachers, counselors, and administrators to resolve student behavioral and academic problems.
  • Engage in collaborative work and contribute to team planning.
  • Support instruction through an Individual Education Plan for students with special needs, aligning with District and Iowa Core Curriculum.
  • Provide individual and small group research-based instruction based upon principals of applied behavior analysis designed to meet individual needs of students based upon data that promotes academic, social and emotional growth.
  • Develop and use instructional materials suitable for verbal or visual instruction of students with a wide range of mental, physical, and emotional maturities.
  • Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of each student.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Translate lesson plans and activities into developmentally appropriate learning experiences to best utilize the available time for instruction.
  • Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisor.
  • Create individualized educational plans that meet State and Federal Guidelines.
  • Foster cooperative social behavior through activities and group projects to assist children in forming satisfying relationships with other children and adults.
  • Develop in each student an awareness of his/her worth as an individual and his/her role in his family and community.
  • Utilize technology - computers, audiovisual aids, and other equipment in the delivery of instruction.
  • Utilize research based teaching strategies, including those based upon principles of applied behavior analysis and Language Essentials for Teaching Reading and Spelling.
  • Evaluate students' academic and social growth by monitoring individualized education plans and progress reports.
  • Utilize assessment materials and make appropriate classroom student assessments.
  • Use data to inform instruction.
• Foster cooperative social behavior through activities and group projects to assist children in forming satisfying relationships with other children and adults.
  • Develop in each student an awareness of his/her worth as an individual and his/her role in his family and community.
  • Utilize technology - computers, audiovisual aids, and other equipment in the delivery of instruction.
  • Utilize research based teaching strategies, including those based upon principles of applied behavior analysis and Language Essentials for Teaching Reading and Spelling.
• Evaluate students' academic and social growth by monitoring individualized education plans and progress reports.
  • Utilize assessment materials and make appropriate classroom student assessments.
  • Use data to inform instruction.
• Utilize assessment materials and make appropriate classroom student assessments.
  • Evaluate students' academic and social growth by monitoring individualized education plans and progress reports.
• Use data to inform instruction.
  • Evaluate students' academic and social growth by monitoring individualized education plans and progress reports.

Knowledge, Training, and Capability

• Knowledge of and implementation of International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading.
• Substantial ability in interpreting behavior assessments, Functional Behavior Assessments and Behavior Intervention plans and data for the purpose of creating Behavior Plans based upon principles of applied behavior analysis.
• Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Willingness to hold high expectations for student academic performance and behavior.
• Ability to assess the strengths, needs, interests, and aspirations of their students.
• Ability to set achievable instructional goals, monitor and evaluate student progress.
• Ability to be resourceful in responding to the changing needs of their students and their community.
• Good attendance & punctuality are a must to ensure that the duties and responsibilities of the job are performed successfully.
• Strong inter-personal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.

Special Qualification Desired

• B.A. or B.S. degree in Education.
• Cross-cultural experience preferred.
• Special education teaching experience desired.
• Instructional Strategist II: behavior disorders, learning disabilities.