Special Education Teacher

Title: Special Education Teacher Case Manager Classification: Teacher Reports to: Principal or School Level Administrator as assigned FLSA Status: Exempt Effective Date: 06/18/2024 Union Status: NTA Summary The Special Education Teacher/Case Manager is responsible for identifying & servicing, monitoring, and releasing students with disabilities ages 3-22 in accordance with the New Hampshire Rules for the Education of Children with Disabilities, federal laws, and School District curriculum, instruction, and assessment frameworks. The position coordinates and administers all alternative assessments and supports all district/state assessments for students with disabilities; collaborates with administration, guidance counselors, teachers, and other staff on behalf of students with disabilities; serves as a resource for information regarding assessments, interpreting data, specialized instruction, modifications, differentiated instruction, and accommodations. The position provides direct instruction and co-teaching in essential concepts, vocabulary, and content across the general curriculum and functions as a liaison between the school and parents. Essential Functions (The essential functions or duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) Plan, develop, implement, and monitor students' individualized education plans (IEPs). Thorough understanding of policies, laws, and guidelines related to special education, including IDEA; keep abreast of best practices in special education instruction, assessment, resources, and community-based programming. Complete a comprehensive diagnostic assessment through formal and informal evaluation of students identified as having a possible educational disability. Serve on a multidisciplinary team to identify a student with a suspected educational disability and facilitate the evaluation process for newly referred students. Collaborate with and meet with the student’s parents and teachers to plan, write, and monitor the IEP. Collaborate with classroom teachers to provide consultation on materials, program development, or program modifications for identified students as needed to fulfill the goals and objectives of the IEP; Co-plan, co-teach, and consult with general education teachers as appropriate. Understands how students learn and develop and provides opportunities that support their cognitive, linguistic, creative, social, moral, emotional, and physical development. Plans lessons that employ various instructional techniques that, when implemented, meet the specialized needs and capabilities of the individuals or student groups involved. Assess the progress of students using a variety of progress-monitoring instruments regularly. Collaborate and consult with related service providers. Maintain accurate, complete, and current records as required by law, district policies, and administrative procedures, and maintain confidentiality. Use district-adopted curriculum materials and programs and coordinate modifying the general education curriculum when needed based on various instructional techniques and technologies. Implement differentiated instruction in collaboration with general education teachers and provide academic support/academic coaching within the general education setting. Provide and use assistive devices, supportive technology, and assistance to ensure students' access to the curriculum. Provide services in the least restrictive environment possible. Develop and articulate clear student behavior expectations and provide positive, proactive behavioral interventions and support, crisis management, and emotional support in collaboration with other staff; write behavior plans as needed for students. Provide specialized instructional programming in and outside of the regular education classroom. Provide weekly supervision, lesson plans, materials, strategies, and activities for paraprofessional staff working with students in one-to-one, small group, and class settings. Provide input for the paraeducator evaluation process. Access and coordinate school-based, community-based, and transitional resources and services within and outside the school environment. Provide case management for assigned students with individual education plans (IEPs), including completing all district required paperwork. Demonstrate knowledge of NHSEIS and paperwork necessary for IEP meetings. Plan and facilitate students' annual review and re-evaluation team meetings. Evaluate students utilizing various formal and informal assessment tools to make informed decisions regarding eligibility, IEP planning, programming, and student learning progress. Collect, analyze, and report data meaningfully using district/state evaluation tools. Support students during state and district testing; understand and implement alternative assessment tools such as Dynamic Learning Maps. Write students' progress reports and senior summaries. Facilitate the development and implementation of students' transition plans with teachers, parents, and students. Collaborates and consults with educational professionals and community service providers (e.g., social services, public health, medical providers, etc.) regarding students' needs. Provides consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities. Establishes and maintains student expectations for behavior in the classroom, school premises, and school activities. Employs and implements classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect in accordance with district policies and procedures. Make appropriate applications for ESY-Extended School Year needs. Ensure all special education timelines are met. Perform other duties as assigned that are consistent with the general requirements and qualifications for the position. Minimum Qualifications Bachelor’s degree and valid NH Certification in special education; skills, competencies, knowledge, and experience outlined in NH Administrative Rules Ed in appropriate subject matter per Ed 507.40 Special Education Teacher as revised; or any equivalent combination of related education, training, and experience which provides the required knowledge, skills and abilities to perform the essential job functions. Preferred: Master’s degree in education preferred; 2-4 years experience in special education. Preference is given to those candidates who hold NH Certification in General Special Education and/or one of the following: Emotional and Behavioral Disabilities, Specific Learning Disabilities, and Intellectual and Developmental Disabilities. Knowledge, Ability, Skill Knowledge: Knowledge of Principles and practices of special education and/or other applicable qualifications outlined in the NH Code of Administrative Rules for Education related to the area of assignment; Computer applications associated with the work. Ability: Demonstrated ability to speak effectively with students, co-workers, parents; respond to questions; Collaborate with co-workers and staff; Maintain confidential information and systems; Read, analyze, and interpret professional periodicals and journals, procedures, and regulations; Define problems, collect data, establish facts, and draw valid conclusions; Interpret a variety of technical instructions with abstract and/or concrete variables. The employee is required to work with school administrators, staff, students, and parents to handle stressful situations and resolve conflicts. Skills: Skill in using strategies that are sensitive to the needs of special education students; organizing work, setting priorities, meeting critical deadlines, and following up on job responsibilities and assignments with a minimum of direction; applying logical thinking to accomplish tasks and to understand, interpret, and apply strategies and protocols; communicating clearly and effectively, orally and in writing; and preparing clear and concise reports, correspondence, and other written materials. Supervision Received: Principal or School Level Administrator as Assigned Exercised: None Responsibility: The position designs and monitors Individual Education Plans according to federal, state, and district regulations and provides direct instruction to meet the needs of students with educational disabilities who require special education services. Job Environment The position has access to confidential information related to the assignment. The job is performed mostly in a school setting with occasional outside weather conditions. The noise level is that of a typical school. Physical Requirements (The physical demands described are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) While performing the duties of this job, the employee is frequently required to stand, walk, and sit; supervise students, requiring the employee to move at a speed that coordinates with students and may, at times, require the ability to react quickly to safeguard students. The employee is regularly required to see, talk, and hear; and use hands to manipulate, handle, or feel. The employee is required to use computers, computer accessories, telephone, copier, FAX machine, and other such equipment; to reach with hands and arms; stoop, kneel, or crouch. The employee must occasionally move equipment and supplies; lift, carry, move, and/or restrain school-age students. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. (This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer, as the employer's needs and requirements of the job change.) Equal Opportunity/Americans with Disabilities Act Employer