Special Education Teacher/SAI Teacher (mild/moderate)

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Completed Application Letter of Introduction Resume Valid CA Special Education Credential/RSP/Mild/moderate and/or Mod/Severe Must hold CLAD authorization 3 Current Letters of Professional Recommendation Transcripts (Unofficial transcripts are acceptable) If you are recommended for selection, you will be required by law to be fingerprinted and participate in a test for exposure to Tuberculosis

Qualifications: Under the direction of the school administration, in accordance with district policies and procedures, instruct Special Education students individually and in groups; assess students; develop and implement Individualized Education Program (IEP) goals; consult, collaborate, and co-teach with other teachers and specialists; and coordinate individual student programs to promote access to the core curriculum and increase independence and functioning in society. Skills and Abilities: Apply knowledge, principles, and evidence-based practices in special education, including but not limited to dyslexia, learning disabilities, behavior management, and social/emotional learning. Be familiar with independent study requirements and programs. Teach subjects including math, reading, language arts, health, science, and others. Adhere to all Special Education timelines and deadlines while ensuring service providers and general education staff comply with assessment and meeting schedules. Demonstrate proficiency with Microsoft Office, Google Suite, including Google Classroom; Demonstrate familiarity with SIRAS (SELPA Information Retrieval Archive System) for IEP drafting and case management; know how to use School Pathways Student Information System; Knowledge of special education academic assessments such as WIAT or Woodcock Johnson V as well as iReady. Exhibit strong communication skills with colleagues, administrators, and parents, modeling professionalism in all interactions; including proficient use of Zoom for IEP meetings, Calendly, and Doodle Poll. Possesses experience and flexibility with a wide range of K-12 intervention materials across subject areas, including a willingness to attend professional development when needed. Support school staff in understanding and adhering to Special Education processes. Design and implement curriculum and lesson plans for individualized and group instruction; schedule instructional periods; assess student progress. Instruct students with special education needs toward achievement of IEP goals. Participate as a member of IEP teams; utilize IEP software; attend IEP meetings; draft IEP goals; conduct pre- and post-assessments and perform other data collection and analysis; prepare regular progress reports. Support the proper implementation of goals for each student by the responsible discipline in accordance with IEPs. Design and implement appropriate behavioral techniques for instructional and disciplinary purposes. Perform specialized duties and/or consult with appropriately credentialed staff in such areas as behavior, vision, movement, and others while working with students, utilize specialized software and adaptive equipment as necessary. Duties and Responsibilities: Case Management: Act as a case manager for students on IEPs, regardless of the disability category. Coordinate referral, assessment, and IEP processes for students referred to Special Education. Attend Student Success Team (SST) meetings as necessary when assessments are requested. Follow all SELPA and River Oaks Academy as well as VC SELPA protocols, policies, and procedures. Monitor student progress toward goals and objectives, deliver comprehensive progress reports to parents, and coordinate progress monitoring with all service providers. Schedule, convene, and facilitate IEP meetings. Monitor Special Education services, including accommodations and modifications in all educational settings Conduct academic achievement assessments, write corresponding reports, and present the results at IEP meetings. Perform informal assessments and curriculum-based measurements to inform program decisions. Apply knowledge of Special Education law to write legally defensible IEPs. Collects student data weekly to keep accurate and updated service logs. Collaboration and Coordination: Collaborate and integrate Special Education services with the general education program for all students on the caseload. Create and maintain a service schedule, coordinating with staff to deliver services as outlined in IEPs. Provide direct or consultative services as defined in the IEP, including Specialized Academic Instruction and support for behavior, social/emotional, or executive functioning skills. Ensure that all staff working with students on IEPs have access to necessary IEP documents while maintaining confidentiality. Keep detailed, accurate, and organized physical records. Coordinate with parents, service providers, staff, and administration to maintain the IEP meeting calendar. Instructional Support: Ensure appropriate planning and teaching of supplementary curriculum to students with IEPs. Modify the general education curriculum when necessary and support staff in implementing modifications. Assist teachers in developing skills to better serve struggling students. Coordinate with teachers to proctor state assessments for the students on their caseload providing the necessary accommodations and modifications as per the student’s IEP. Employee Oversight Oversee certificated and classified SPED/Ed Support staff as assigned. Ensure SPED/Ed Support staff have a schedule and materials necessary to support students on IEPs. Daily direct communication with support staff to monitor student progress and intervention programs used. Train staff when necessary. Offer feedback to the Director regarding employee performance (as requested). Faculty and Staff Support Meet with General Education staff to review details of IEP for general education setting. Ensure that teachers comply with all Special Education Regulations. Provide materials as necessary (I.e., tracking sheets for IEP goals) and any assistive technology and/or additional classroom support and accommodations. Assist teachers in developing the skills needed to meet the needs of struggling students. Attend Student Success Team (SST) Meetings for grades students as needed. Weekly participation in collaboration with Faculty, Staff, and IEP team. Parent Relations Provide channel for communication with parents of students with IEPs. Respond to parent emails and phone calls in a timely manner (24 to 48 hours). Document all conversations and maintain accurate communication records. Ensure parents have means of communicating with additional service providers if needed. Collegial Atmosphere Work cooperatively with all other faculty, assistants, administrators, and staff. Adhere to River Oaks Academy policies as adopted by the Board of Trustees. Share knowledge and experience with other faculty members for the betterment of all. Professional Development Flexibility and willingness to participate in professional development opportunities. Engage in training to ensure continual improvement of successful strategies used in teaching both SPED and Gen Ed students. Attend SELPA SPED meetings as needed. Professional Behavior Consistent attendance Read and respond to email daily. Arrive on time. Comply with all ROA policies, procedures, and employee handbook. Attend/complete training as required. Work closely and cooperatively with faculty, administrator, and staff Exercise ethical conduct always. Participate in Fire, Lockdown, or other drills that may occur on campus. Use and understand the timesheet system as an employee user Physical Demands/Work Environment Operates on site unless remote work has been approved. Frequent: Sitting, walking, standing, conversing, listening, reading, writing, and close visual work. Occasional: Lifting and carrying (up to 25 lbs.) Infrequent: Pushing and pulling.