SCHOOL YEAR: 2024-2024

FTE: 1.0

ESSENTIAL FUNCTIONS:

This position is responsible for the delivery of academic and social/emotional needs for the FLS program at Mt. Ararat High School. Effective communication skills are required to oversee the education process, integrate related service providers, coordinate with Staff and work with families. This position will work closely with classroom Paraprofessionals in the assignment of daily work tasks and daily direction in support of Students. 

The Special Education Direct Instruction Teacher is responsible for the timely implementation of special education services to students with disabilities as described in IDEA 2004. The Direct Instruction Teacher is responsible for delivering services in accordance with the Special Education Regulations (Chapter 101) and the SAD 75 Special Education Policy and Procedure Manual. Direct instruction is teacher directed individualized skill development designed to improve a student’s successful participation in inclusive educational settings.

Individual Achievement Assessment

Selection, administration and interpretation of formal and informal techniques, tests, instruments, protocols and observation schemes to screen, evaluate and assess data regarding a student’s educational achievement. This measurement shall include multiple domains, including language, social, cognitive, physical and behavioral.

Individual Education Plans

Convert assessment data into education plans, stated in measurable goals that address how the disability has an adverse effect on student performance. Develop recommendations for services that are appropriate and least restrictive. Monitor and analyze data for the effectiveness of the individual plan, meet goals and recommend program changes as necessary.

Direct Instruction: Teaching across the curriculum utilizing multi-sensory approaches; math, reading, writing and spelling utilizing a variety of strategies, programs and techniques.

This position will work within a functional curriculum focused on the acquisition of daily living and vocational skills, so to lead to a successful transition to adult life within the community. The functional curriculum utilizes instruction in practical academics, communication, community, domestic, leisure/recreation, and vocational skills.

Communication: Communicate effectively with parents, students, teachers and other service providers relative to the evaluation of and/or data concerning the student’s academic, social, cognitive, behavioral, and physical needs, and instructional formats to address those needs.

Awareness and Utilization of Resources: Collaborate with outside agency personnel regarding student and/or family needs. Select the appropriate instructional materials for enhancing the programs of students with disabilities and integrate technology.

Positive Behavior Support: Analysis and application of behavior principles in classroom and school programs. Provide assistance to others in developing instructional settings that utilize various behaviors, psychodynamic learning theories.

Administration and Coordination: Apply local, state and federal statutes and regulations governing the conduct of special education programs. Electronically organize, maintain and systematize student records, and protect the confidentiality of such records.

REQUIREMENTS:

• Maine Department of Education Teacher of Disabled Students (#282) Certification.
• Master’s Degree in Special Education preferred.
• Experience designing individualized programs and providing special education services at the high school level.
• Experience working with positive behavior support plans and executive functioning skills preferred.
• Proven ability to function as a contributing member of a team.