Special Education Teacher, Learning Support

GENERAL DEFINITION AND CONDITIONS OF WORK

To ensure the effective instruction and case management for students with significant cognitive disabilities in adapted curriculum classrooms according to Virginia Regulations Governing Special Education Programs and Culpeper County Public School (CCPS) policies and procedures.

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Develop appropriate Individualized Education Plans (IEPs), including appropriate goals (and objectives, if needed) for students with disabilities assigned to caseload.
• Facilitate IEP meetings and implement other case management duties for students with disabilities assigned to caseload.
• Adhere to the principles of the Least Restrictive Environment when making IEP placement recommendations.
• Complete all of the necessary paperwork and other requirements of IDEA, the Regulations Governing Special Education Programs in Virginia, and the Culpeper County Public Schools’ (CCPS) Office of Special Education, including meeting timelines.
• Maintain accurate records of individual progress of students, including the timely reporting of IEP goal progress.
• Plan and organize individualized learning activities using Evidence-Based Practices approved by the Office of Special Education to achieve goals and objectives that address individual student needs related to disabilities.
• Deliver evidence-based instruction with fidelity.
• Maintain and be responsible for appropriate records and assessment reports within specified timelines.
• Shows orderly transition from one activity to another.
• Review and be familiar with all students’records, including evaluation and eligibility information, IEPs, Functional Behavior Assessments and Behavior Intervention Plans, as well as general records.
• Demonstrate ability to use various specialized instructional programs and techniques appropriate to meet the needs of the specific disability needs of the students to whom assigned.
• Maintain discipline in classroom conductive to learning.
• Facilitate and assist in the development of Functional Behavior Assessments and Behavior Intervention Plans for students whose behavior disrupts the learning of self and/or others.
• Implement Behavior Intervention Plans with fidelity.
• Participate in specialized training as needed to address the specific needs of the special education students in classroom, including Applied Behavior Analysis, Positive Behavior Intervention and Supports, Alternate Assessment, and assistive technology.
• Implement best practices for addressing students with challenging behavior, including the use of restraint only when absolutely necessary due to the likelihood of injury to a student or others.
• Effectively evaluate the progress of student learning, including the use of frequent progress monitoring.
• Make adequate provision for student’s health and safety.
• Furnish required reports within specified timelines with regard to scheduling and instructional activity as requested by the school administration and Office of Special Education.
• Demonstrate effective communication (both verbal and written) and collaboration skills with parents, general education teachers, and special education staff.
• Provide effective oversight and guidance for para educators who may be assigned to classroom to assist in providing instruction to and supervision of students with disabilities.
• Perform other duties and responsibilities as assigned by the Principal, Assistant Principal, Executive Director of Special Education, and Division Superintendent.

• Knowledge of characteristics of students with significant cognitive disabilities, including Autism.
• Knowledge of effective instructional practices for students with significant cognitive disabilities.
• Knowledge of Assistive Technology, including low-tech and high tech options.
• Ability to work collaboratively with other teachers, para educators, and related service providers.
• Ability to provide direction and supervision for para educators.
• Ability to adapt and learn new techniques and strategies to meet the disability-related needs of students with significant…