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Posted 1w ago

18+ Work-Based Learning Teacher and Transition Specialist

@ Dickinson Independent School District
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Texas City, Texas, United States
OnsiteFull Time
Responsibilities:develop IEPs, supervise aides, coordinate transition
Requirements Summary:Bachelor’s degree; Texas teaching certificate with special education endorsement; experience in high school special education; knowledge of ARD/IEP processes.
Technical Tools Mentioned:PBMAS/SPP reporting, ARD/IEP软件, IEP software
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Job Description

Position:   18+ Work-Based Learning Teacher and Transition Specialist  


 


Department:  Special Programs


 


Wage/Hour Status:   Exempt


 


Immediate Supervisor(s):  DHS Campus Principal; Executive Director of Special Programs


 


Pay Grade: Per Compensation Manual


 


Days Employed: Per Compensation Manual


 


POSITION SUMMARY:


 



  • Provide special education students, who have completed their high school credits and have entered the SEALS 18+ work-based learning class, with learning activities, vocational and other life experiences designed to help them fulfill their potential for intellectual, emotional, physical, vocational, and social growth

  • Oversee support services to students

  • Direct the work of instructional assistants and volunteers in the classroom

  • Develop or modify curricula, prepare lessons and other instructional materials and keep documentation based on student ability levels

  • Supervise the district transition programs, including providing training and all aspects of the SPP 13 Reporting


 


QUALIFICATIONS:


 


Education/Certification:


 



  • Bachelor’s degree from an accredited university

  • Valid Texas teaching certificate, with required special education endorsement for assignments

  • Demonstrated instructional competency in the core academic subject area assigned


 


Special Knowledge/Skills:


 



  • Knowledge of special needs of students in the transition-related area

  • Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting process, data collection requirements, relevant supplements, and implantation

  • Knowledge of SPP 13 and all related transition programming requirements

  • Specific knowledge of Applied Behavioral Analysis (ABA) and instructional techniques

  • Specific knowledge of appropriate verbal de-escalation and restraint techniques

  • Strong organizational, written and verbal communication, and interpersonal skills

  • Knowledge of transition assessment and development of life plans


 


Experience:


 



  • At least three years of teaching high school special education self-contained students who have been in Low Incidence Disability (LID) classrooms


 


MAJOR RESPONSIBILITIES:


 


Instructional:



  • Collaborate with students, parents, and other members of staff to develop independent living skills/transition / work-based IEP objectives and behavioral IEP objectives and all required supplements through the ARD Committee process for each student assigned with specific emphasis on 18+ life/transition requirements

  • Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required, including individual student-level data charts as related to their transition/life plan

  • Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of

    • all assigned student’s individual disabilities,

    • academic and behavioral characteristics,

    • learning styles and needs



  • Provide instructional activities that are directly related to transition-related areas such as community resources for areas related to 18+ services

    • employment,

    • living,

    • education,

    • social,

    • recreational & leisure, and transportation



  • Follow all district procedures for community-based instruction (CBI)

  • Employ a variety of instructional techniques, and media to meet the needs and capabilities of each student assigned

  • Present subject matter according to current best practices for transition-related IEPs

  • Conduct transition assessments and life plans according to current best practices

  • Plan and supervise assignments for teacher aide(s) and volunteer(s)

  • Use assistive and student-specific technology in the teaching/learning process

  • Responsibly maintain assistive devices for assigned students

  • Maintain all required paperwork and documentation related to individual students for PEIMS, ARD, and transition requirements

  • Use effective verbal and written communication skills to present information accurately, clearly, and in a timely manner


 


Student Growth and Development:



  • Conduct ongoing (at minimum, beginning, mid, end of year) assessments of student achievement through formal and informal testing as indicated by the student’s transition/life plan

  • Monitor student progress throughout each grading period on their specific IEP goals/objectives and keep data for each student’s progress

  • Provide and supervise personal care (including toileting needs, such as catheterization, menstrual assistance, lifting/transfer to accessible toilets or changing tables), medical care, and feeding (may include tube or bottle feeding or the special preparation of food) for students as stated in IEP

  • Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal/director of special programs

  • Be a positive role model for students; support the philosophy of the special programs department (Whatever the student needs is our job description) and the mission of the school district



  • Maintain a professional relationship with colleagues, students, parents, and the community to assist with student independence



  • Demonstrate ability to manage student travel via community resources


 


Classroom Management and Organization:



  • Create an age-appropriate classroom environment conducive to learning and appropriate for the cognitive, physical, social, and emotional development of students

  • Manage student behavior and administer discipline. This includes intervening in crisis situations to include verbal de-escalation up to and potentially including physically restraining students as necessary according to IEP and according to adopted district procedures and guidelines.

  • Consult with other classroom teachers and ARD staff regarding management of student’s academic, behavioral, or social and transition needs as addressed within the IEP

  • Consult district and outside resource people regarding educational, social, medical, and personal needs of students

  • Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities

  • Assist in the selection of books, equipment, and other instructional materials

  • Establish and maintain open verbal and written communication by conducting conferences with parents, students, principals, special programs support providers, and teachers

  • Compile, maintain, and file all physical and computerized reports, records, and other documents required


Annual Review And Dismissal (ARD) Process:



  • Prepare for and participate in Annual Review and Dismissal (ARD) Committee meetings for assigned students

  • Conduct present levels of academic achievement and functional performance (PLAAFPs) in relevant transition-related areas including an assessment of student learning strengths and weaknesses and use results to plan for instructional activities



  • Knowledgeable of the ARD process and procedures in compliance with district, state, and federal guidelines

  • Keep records, data, tracking logs, etc as outlined in-district special education procedures and upload them into the student’s online file



  • Use the district online platform for ARD preparation and documentation

  • Maintain confidentiality of student information according to district guidelines

  • Follow all DISD A-Z operating guidelines that are relevant to the position, including, but not limited to, 18+, Case Manager Duties, IEP Access and Implementation, Accessible Instructional Materials, Discipline, Transition, IEP Goals and Objectives, 10 Critical Components, SERS, CBI, Modification/Accommodation/Specially Designed Instruction, and Documentation of Special Education


 


Professional Development:



  • Participate in staff development activities to improve job-related skills

  • Keep informed of and comply with federal, state, district, and school regulations and policies and procedures for special education teachers

  • Assist lead ARD staff in completing PBMAS/SPP report requirements

  • Maintain current Crisis Prevention and Intervention (CPI) training

  • Stay current with community resources and partnerships related to promoting student life skills, volunteerism, employment, and transitions

  • Follow campus procedures for attendance, dress code, and other expectations as notified by campus administrators

  • Perform any other duties as assigned


 


SUPERVISORY RESPONSIBILITIES:


 



  • Program supervision requiring monitoring of SEALS paraprofessionals

  • Ensure when students go out into the community, they are properly supervised

  • Develop and supervise schedules and plans for the paraprofessionals that support students based on their needs

  • Establish transition planning professional development training for teachers and other relevant staff district-wide (e.g. ARDC Facilitators, assessment staff, etc.)

  • Use effective verbal and written communication skills to present information accurately, clearly, and in a timely manner regarding all transition-related requirements to teachers and other relevant staff

  • Maintain SPP 13 documentation to file SPP 13 Report to TEA annually

  • Work collaboratively with Lead ARDC Facilitator and SpEd Coordinator regarding transition and SPP 13 for DISD


 


EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job


 



  • Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students

  • Motion: Frequent walking and reaching, frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting

  • Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment

  • Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases)

  • Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns, communicate verbally and in writing, instruct and maintain emotional control under stress

  • Professional Dress:  Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed.  


EVALUATIONS: 



  • Performance of this position will be evaluated annually