Education : Bachelors Degree.
Experience : 1 - 5 Years.
Skills : - Ability to manage productively groups of students.
- Accountability for student growth in all areas consistent with District developed objectives.
- Evidence of a comprehensive background in child development, instructional strategies, classroom curricular implementation, learning theory and effective school research.
- Ability to perform each essential duty satisfactorily.
- Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.
- Ability to write routine reports, newsletters and correspondence.
- Ability to speak effectively before groups of students, parents or employees of the organization.
- Ability to solve practical problems and deal with a variety of abstract and concrete variables in situations where only limited standardization exists.
- Ability to interpret a variety of instructions furnished in written, oral and diagram or schedule form.
Responsibilities :
- Case Manager to SpEd students.
- Provide direct services as needed to special needs students.
- Obtain present levels/baselines.
- Review and print monthly online school snapshot of progress for each student and send to CAVA office for student file.
- Follow up with providers to confirm that IEP attendance, reports, and services are being completed.
- Hold monthly scheduled phone conference with Special. Education families on caseload and their general education teacher.
- Turn in notes from e-mails and calls at the end of the month to office and e-mail them to SpEd Master Teacher.
- Be available for SpEd Families on an as needed basis via phone and online.
- Create rough draft of AP forms and send to Lead Teacher within timelines.
- Mail Prior Notices to parents.
- Schedule IEPs, set up online meetings, and follow up on attendees.
- Ensure all documents are in prior to IEP meeting (psych report, DIS provider reports/goals, GE/Parent progress) and forwarded to MT for approval.
- Mail all approved reports to parents one week before IEP.
- Complete academic testing for initials and tri-annuals and writing of reports and IEPs.
- Obtain signatures.
- Hold transition meetings.
- Monitor confidential tracking database for returned IEPs.
- Follow up with parental or teacher concerns.
- Work closely with SpEd Lead Teacher and/or Master. Teacher to report any concerns.
- Keep files in office compliant.
- Update SpEd database with accommodations, dates, and other needed information.
- Test students as necessary during state testing.
- Attend all CAVA professional developments.
- Attend all special education meetings.
- Attend SELPA training as needed.
- Update caseload spreadsheet and IEP Master Calendar once a month.
- Follow up on concerns with teacher and/ or parent as noted on teacher monthly progress form.
- Complete IEP Progress Reports for each student, including DIS progress.
- At the end of the year, download all information onto an individual CD for each SpEd student on your caseload.
- Maintain office hours as indicated by Special Education Coordinator.
- Respond as soon as possible but no later than 24 hours to parent, student, teacher and admin inquiries via phone and/or e-mail during regular work week.
- Attend all in person meetings as scheduled.
- Other duties as required by Special Education Master. Teacher or Coordinator.
Description : Special education teachers assess and work with youth and children that have many different disabilities. A smaller percentage of these students have mental disabilities such as autism, Down syndrome and mental retardation. A special Ed teacher works with these children, primarily teaching them basic literacy and life skills. The majority of special needs students, which a special education teacher works with, have mild to moderate disabilities. The teacher often modifies the general education curriculum by writing individualized education plan objectives to meet each disabled students needs. A large percentage of special education teachers work with students from elementary to secondary school level but there are teachers that choose to work with toddlers and infants.
Other types of disabilities students have that make it necessary for them to be in special education programs include language and speech impairments, emotional disturbance, specific learning disabilities, visual impairments, hearing impairments, combined blindness and deafness, orthopedic impairments and other health disabilities. An important part of a special education teacher's job is early identification and intervention of a child with disabilities and special needs so they received the necessary and essential education.
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