Elementary Special Education Strat II

The Davenport Community School District is an EEO/AA employer.

• Must attend all required trainings by the special education department and/or District, whether occurring in summer, evenings, or during the school year.
• Must be willing to accept feedback regarding implementation and use feedback to implement changes in instruction.
• Provide instruction based upon the Essential Elements and conduct alternate assessment over the Essential Elements in a timely fashion.
• 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 the student is progressing towards grade level skills and/or standards.
• Implement services outlined in each individual’s IEP with fidelity.
• Identify students’ needs and make appropriate referrals and develop strategies for Individual Education Plans.
• Establish clear objectives for all lessons, units, and projects and effectively communicate those objectives to students.
• 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 Principles 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.
• Develop 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.
• Evaluate students’ academic and social growth by monitoring Individualized Education Plans and progress reports.
• Utilize assessment materials and make appropriate classroom student assessments.
• Maintain accurate and complete student records and prepare reports on students and activities as required by laws, District policies, and administrative regulations.
• Establish, implement, and enforce rules and procedures for appropriate classroom behavior to maintain a positive learning environment.
• Model and maintain standards of responsible student behavior.
• Implement effective individualized behavior management strategies (based upon principles of applied behavior analysis) and curriculum accommodations.
• Demonstrate substantial ability in interpreting behavior assessments, Functional Behavior Assessments and Behavior Intervention…