Qualifications:

Indiana Teacher License. Three to five years teaching students with disabilities. Must have an understanding of state and federal regulations serving individuals with disabilities (Indiana Administrative Code, Article 7, IDEA, Section 504 of the Rehabilitation Act of 1973, ADA, Title Programs). 

 

Special Education Education License, Masters Degree, and Special Education Experience preferred

 

Responsibilities: 

• Administer and complete all components of the educational portion of evaluations.
• Explain the nature and descriptions of evaluation materials to students, parents, teachers, and administrators.
• Prepare a comprehensive report with synthesis of all of the information obtained through the evaluation.
• Provide information and support regarding the student’s disability to the parent, teacher, and others with a need to know about the student.
• Maintain a working knowledge of IDEA, Article 7, the Rehabilitation Act and ADA, and FERPA and the requirements and implications of each regarding the student.
• Work closely with the Director of Student Services in implementing, supporting, and evaluating Universal Design for Learning (UDL).
• Attend HANDS in Autism on-site debriefing sessions.
• Serve on district Multi-Tiered Systems of Support (MTSS) Committee
• Maintain personal professional development.
• Maintain a record of student services with appropriate documentation.
• Present training to individuals who work with students, as appropriate.
• Use consultation and collaboration to create and maintain effective learning.
• Provide recommendations to the teacher of record or teacher of service regarding behavior management, accommodations, and strategies effective for students with unique disabilities.
• Serve as teacher of record for selected students.
• Communicate individual student’s needs, school concerns, etc. to the Director of Student Services and Principal.
• Assist teachers in completion of functional behavioral evaluations and behavioral intervention plans.
• Assist teachers by offering differentiated instructional strategies and suggesting modified instruction as needed.
• Help teachers incorporate a variety of checks for understanding.
• Use data analysis of student progress to plan for future instruction.
• Prioritize and complete assigned work in a timely manner.
• Serve as a member of school support/intervention teams for academics and behavior.
• Set high expectations for academic success.
• He/She shall remain free of any alcohol or non-prescribed controlled substance in the workplace through his/her employment in the Corporation.

Serve as Job Coach

• Assist teachers for the purpose of developing students’ vocational skills.
• Collect proper documentation for the purpose of meeting the required items for program participation.
• Counsel students in job search skills for the purpose of informing them of employment and career options.
• Maintain confidential records for documenting daily activities.
• Transport students to and from job sites.
• Train students in vocational skills (e.g. work requirements, interviewing skills, self-advocacy, etc.) for the purpose of enhancing their readiness for employment.
• Identify and facilitate needed workplace supports for individual students.

Serve as Early Childhood Coordinator

• Represent the Cooperative at transition conferences when child is 30 months old and chair intake for referral.
• Coordinate all referrals for full and speech-only early childhood students.
• Complete the educational component of the evaluation and prepare a written report.
• Chair case conference committee for all students before the third birthday or within 50 days of the date of signed referral.
• Maintain a record of student services with appropriate documentation.
• May serve as teacher of record for students in community based preschools.
• Assist cooperative early childhood programs in using curriculum, writing the IEP, managing paraprofessionals, behavior management, etc.
• Coordinate purchasing of materials, supplies, and equipment needed to provide services to eligible students.
• Meet annually with First Steps Coordinators.
• Provide homebound services, as assigned, for early childhood students.
• Keep the Early Childhood teachers up to date on best practices in the field, offer inservice training and networking time.
• Represent the Cooperative on Ripley County and Dearborn County First Steps Councils.
• Represent the Cooperative at state and local level in matters involving Early Childhood.
• Maintain a strong working relationship with agencies, local preschools, and parents.

Serve as Behavior Consultant

• Provide consultation to schools, teachers, and parents with regard to behavior intervention for students.
• Collaborate with teachers to identify students who may benefit from research based behavioral interventions.
• Assist teachers in completion of functional behavioral evaluations and behavioral intervention plans.
• Be a member of the multidisciplinary team for educational evaluations when significant behavior difficulties are identified and assist with the evaluation in areas of expertise such as FBA, evaluation of social-emotional functioning, and evaluation of Autism Spectrum Disorder.
• Provide materials and training to building staff working with students with challenging behaviors.
• Attend case conference committee meetings to assist in IEP development for students with challenging behaviors
• Model positive behavioral interventions to school staff
• Work with individual students and small groups in buildings when assigned to for the purpose of assisting those students in understanding their challenges, and developing ways to address and prevent problem behaviors.
• Attend workshops and conferences to remain current on best practices in the areas of mental health and behavior to provide staff development.
• Be a member of the HANDS in Autism team and maintain relationships with other behavior support personnel and experts in the area and around the state
• Monitor programming for students with significant behavior needs to identify when IEP services, provisions, and evaluations need updating or changed and collaborate with staff to make appropriate changes
• Maintain a strong working relationship with service agencies in the community that support students with behavioral and mental health needs.
• Provide consultation for, chair, or attend pre-referral conferences for students referred for initial evaluation due to significant challenging behaviors

 

Any other duties as assigned by the Director of Student Services or Superintendent.