SEALS 18+ Work-Based Learning Teacher and Transition Specialist

Dickinson Independent School District•Dickinson, TX

12h

About The Position

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

Requirements

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

Responsibilities

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
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
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
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
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
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