SUTTER COUNTY SUPERINTENDENT OF SCHOOLS

    JOB TITLE       Teacher, Regional Specialized Academic Instruction   DEFINITION   Provides direct instruction and coordinates services to exceptional individuals in regional specialized academic instruction programs in each school.  Consults and collaborates with school personnel concerning the program needs of students experiencing difficulty with school success.   DIRECTLY RESPONSIBLE TO:   Assistant Superintendent, Special Education   SUPERVISION OVER:   Classified staff as assigned (i.e., student assistants, instruction aides).   DUTIES AND RESPONSIBILITIES:  (Responsibilities will include, but not be limited to:)   Provides direct instruction in the academic areas to regional specialized academic instruction program pupils on a one-to-one or small group basis, either in the resource room or the regular classroom; provides consultation and collaboration with school personnel in developing and implementing programs to service students experiencing academic difficulty; provides referral process, placement and services information to parents or legal guardians of pupils referred for special education services; provides consultation, resource information and material regarding individuals with exceptional needs to parents/guardians and to school personnel, as appropriate;  processes all initial Special Education referrals and interim placements;  conducts IEP team meetings as appropriate;  implements the plan generated at the Individual Educational Program (IEP) meetings and coordinates the special education services identified in the Individual Educational Plan (IEP) to be provided to each pupil including services through Designated Instructional Services (DIS) and/or other categorical programs;  assesses, observes and monitors pupil progress on a regular basis;  revises Individual Educational Program (IEP) as appropriate;  implements district adopted care curriculum, where appropriate, with supplemental teaching strategies and materials as deemed necessary to meet individualized goals and objectives;  evaluates student growth in academic achievement, self-concept and social skills;  coordinates services that emphasize the interrelationship between academic achievement, career/vocational development and preparation for adult life;  attends special education inservice training, as required, and participates in providing inservice education for school staffs;  organizes and maintains resource specialist program records according to special education requirements;  provide information to children and/or parents about the Medi-Cal system and where and how to access application;  copy and distribute Medi-Cal information to children and their families;  inform children and/or their parents about medical services available through school or in the local community;  refer children to medical services covered by Medi-Cal (part of SST process);  provide health related information to children and/or their parents;  identify at risk children and families and refer them to the proper agencies for services;  may provide clerical support for Medi-Cal eligibility outreach and for health service referrals; assist families and students with paperwork necessary to complete Medi-Cal and/or Healthy Families applications; performs other duties as assigned.   MINIMUM QUALIFICATIONS   Education, Training, and Experience Special Education Teaching Credential; three or more years as a full-time teacher in one or more areas of exceptional need, and/or experience as regular classroom teacher; completion or enrollment in advanced preparation program for special education beyond preparation for a credential to teach exceptional pupils.   Knowledge, Skills, and Abilities Knowledge of regular class program and curriculum; knowledge of basic needs and limitations of students with exceptional needs; knowledge of special education curriculum equipment and other resources available; knowledge of classroom management techniques; organization skills and willingness to take risks; skill in utilizing a variety of instructional models (e.g., learning centers, tutorial); skill in inservice training; interpersonal communication and counseling skills; sense of humor, respect for individual worth; tolerance for ambiguity, empathy;  flexibility;  may require travel and transportation from site to site;  willingness to attend additional staff-parent conferences outside the regular work day.   Physical Characteristics Sufficient physical capabilities to perform duties and responsibilities, with or without the use of aids or reasonable accommodation.