Position: Preschool Special Education Teacher (Specialized) & Least Restrictive Environment (LRE) Monitor
Location: Rue Elementary School
Responsible for planning and instruction, including adaptations and modifications of the education program, in specialized and general preschool settings to enable special education students to benefit from educational experiences.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Other duties may be assigned. Essential duties must be performed on site.
Reports to work as scheduled on a regular and reliable basis.
Respond to ongoing referrals of children aged 2 years 9 months to 5 years, (and not enrolled in kindergarten): Developmental screenings, problem solving assessment Intervention Plans, and teaming to determine evaluation needs
Participate as a case coordinator and team member for children in the evaluation process: Includes managing referral forms, release of information forms, and consent for evaluation forms, staffing notice, and IEP development. Also includes annual review, revisions, 3 year reevaluations, and second opinions
Make contacts and develop transition plans as necessary for Early Childhood to kindergarten transitions
Collaborate with general education preschool teachers to adjust the learning environment, modify instructional methods, and adapt curriculum to meet the needs of students with IEPs
Establish ongoing working relationships with teachers and support staff by attending Early Childhood staff development.
Consult with AEA Speech-language Pathologists, District Behavior Consultants, Occupational Therapists, Physical Therapists, Assistive Technology Consultants as well as Autism Team members, member of other specialty teams, and parents
Collaborate with other Early Childhood Special Education teachers and AEA ECSE consultants for on-going learning about SPED process, assessment tools, IEP development
Conduct home visits as needed to support the ongoing working relationships with parents
Participate in ongoing learning with Council Bluffs Early Childhood teachers related to the High/Scope curriculum, implementation of appropriate accommodations and adapted activities.
Observe children on IEPs throughout the daily routine, interact with them, model appropriate interactions and interventions for school staff, collect and analyze data on goals and objectives and/or classroom assessment
Support students with IEPs in general education settings outside of your classroom, and possibly at a different school
Ability to adapt and integrate students with special needs into a program of instruction for the development of social skills
Assist willingly in potential Non-Violent Crisis Interventions utilizing the skills learned through CPI training in accordance with Iowa Department of Education Regulations: Chapter 103.
Assist willingly in the maintenance of student safety if student attempts elopement through skills learned through CPI training in accordance within Iowa Department of Education Regulations: Chapter 103
This position does not supervise employees.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE
Required: Bachelor’s degree in education from a four year accredited college or university
Required: Prior experience implementing special education program plans
Required: Knowledge of instructional strategies, materials and modifications/adaptations to support special education students in the classroom setting
Required: Knowledge of functional behavior assessments and behavior intervention plans
CERTIFICATES, LICENSES, ENDORSEMENTS
Required: Valid Iowa teaching license with Early Childhood Special Education Endorsement
Required: Ability to become CPR/First Aid certified within 30 days of hire
Required: Ability to become CPI certified within 30 days of hire
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS and ABILITIES
Ability to apply knowledge of current research and theory to instructional programs for early childhood special education. Demonstrated knowledge of procedures and legal requirements for special education services. Demonstrated ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents. Demonstrated skill in oral and written communication. Advanced computer application skills. Experience with the instructional computer network. Knowledge of child growth and development and how it affects learning. Experience in teaching and learning processes. Demonstrated ability to work effectively with others in a group or team environment.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee will frequently sit and stand and almost continuously walk. The employee is occasionally required to stoop, kneel, reach forward and above the head 0 - 12 inches and on occasion up to 18 inches. The employee will occasionally lift and/or move up to 50 pounds 0 - 12 feet and up to 20 feet such as boxes of books and AV equipment. Specific vision abilities required by this job include close vision and peripheral vision. The employee regularly interacts with students, staff and parents in addition to meeting multiple demands and deadlines from several people.
Staff must be able to participate and pass Non-Violent Crisis Intervention training including the appropriate procedures for preventing the use of physical restraint, including the de-escalation of problematic behavior, relationship building, and the use of alternatives to restraint, and restraint only when there is an identified danger to self or others.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually quiet and work is performed indoors. The employee may be required to travel from building to building in varying weather conditions.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.