Special Education Teacher - Adaptive Curriculum

 The Elementary Special Education Adaptive Teacher (Grades K–1) provides specialized instruction and individualized learning experiences for kindergarten and first-grade students with disabilities who access the Virginia Standards of Learning through the Adaptive Curriculum. The teacher develops and implements standards-based instructional programs aligned with each student's Individualized Education Program (IEP), with an emphasis on building foundational academic, communication, social-emotional, behavioral, adaptive, and functional life skills.

The teacher creates a structured, nurturing, and engaging classroom environment that promotes early learning, independence, and positive social interactions while supporting each student's unique developmental needs. Working collaboratively with families, general education teachers, related service providers, and school staff, the teacher uses evidence-based instructional practices, ongoing assessment, and data-driven decision-making to maximize student growth. The Elementary Special Education Adaptive Teacher fosters the development of essential skills that prepare students for continued academic success, increased independence, and meaningful participation in school and community settings.

• Deliver specialized, developmentally appropriate instruction aligned with the Virginia Adaptive Curriculum and each student's Individualized Education Program (IEP), with a focus on early literacy, foundational mathematics, communication, adaptive behavior, and functional life skills.
• Implement evidence-based instructional practices to develop students' sensory, perceptual-motor, communication, cognitive, social-emotional, adaptive, and self-help skills.
• Provide explicit, systematic instruction in foundational reading, writing, mathematics, and communication through differentiated, multi-sensory instructional strategies, assistive technology, and evidence-based interventions.
• Develop students' expressive and receptive communication skills using verbal language, augmentative and alternative communication (AAC), visual supports, and other individualized communication systems, as appropriate.
• Promote positive social, emotional, behavioral, and self-regulation skills through Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and individualized Behavior Intervention Plans (BIPs).
• Modify curriculum, instructional materials, classroom activities, and assessments to ensure students have meaningful access to grade-level standards while addressing individualized developmental and functional needs.
• Plan and implement engaging instructional experiences that include direct instruction, guided practice, play-based learning, movement, exploration, independent learning, and small-group instruction.
• Create and maintain a safe, structured, nurturing, and inclusive learning environment that fosters student engagement, independence, and positive behavior.
• Establish and reinforce classroom routines, expectations, and procedures that support learning and maximize instructional time.
• Collaborate with general education teachers to support inclusive practices through instructional planning, accommodations, modifications, co-teaching, and progress monitoring.
• Monitor student achievement through ongoing assessments, observations, curriculum-based measures, and data collection to evaluate progress toward IEP goals and instructional objectives.
• Maintain accurate and timely student records, including IEP documentation, progress reports, assessment data, Medicaid documentation (when applicable), and records required by federal, state, and division regulations.
• Communicate effectively with parents and guardians regarding student progress, instructional programming, behavioral development, and individualized educational needs.
• Participate in eligibility meetings, IEP meetings, Child Study Team meetings, manifestation determinations, and other multidisciplinary meetings to support student success.
• Collaborate with administrators, related service providers, school psychologists, counselors, social workers, nurses, and other educational professionals to implement comprehensive support plans.
• Implement accommodations, modifications, and specially designed instruction across instructional settings in accordance with each student's IEP.
• Collect, analyze, and maintain instructional and behavioral data to support intervention planning, progress monitoring, and local, state, and federal reporting requirements.
• Utilize approved crisis prevention, de-escalation, and behavior management strategies to maintain a safe and supportive learning environment.
• Promote students' independence by teaching self-help, daily living, communication, self-advocacy, and age-appropriate social skills.
• Participate in ongoing professional learning, curriculum development, collaborative planning, compliance training, and other professional growth opportunities.
• Perform other duties and responsibilities as assigned by the principal or designee in support of the instructional program and the success of students.

• Honesty
• Integrity
• Ethical
• Equity Minded
• Emotional Intelligence
• Cultural Competence
• Safety
• Quality

• Models Excellent Customer Service
• Thinks Strategically
• Shows Initiative
• Acts Decisively
• Communicates Effectively
• Works Collaboratively
• Resolves Conflict Proactively

• Technical Capabilities
• Computer Literacy
• Data Analysis and Management
• Fiscal Planning and Management
• Project Management
• Strategic Planning

• Candidate must possess or be eligible for a Virginia teaching license with special education (SPED) endorsement in adaptive curriculum (Students with disabilities who access the Adapted Curriculum)

•  Candidate must possess leadership and personal characteristics necessary for working effectively with students, parents, and staff.

• None 

•  None