SPED Alternative Support Teacher
Posted 3 years ago
Lead Teacher/Department Head
To provide the instruction of assigned students keeping within the law, board policies and administrative regulations. Instruction is the teaching/learning process which includes student guidance, management, skills and knowledge in grade/subject areas taught.
EDUCATION/CERTIFICATION – Valid Mississippi Teaching License with appropriate endorsements
JOB GOAL: To provide each educationally behavior disabled student with the individually tailored help, counsel, and learning experience he/she needs to make progress toward educational goals established with their limitations in mind.
Position is responsible for assisting general and special education teachers in providing classroom and behavior support for students who are academically and/or behaviorally challenged.
Students enrolled in the Alternative Support Classroom receivesome of their educational instruction within the general education curriculum and setting, the rest is received in the Alternative Support Classroom.In this role of Behavior Support, the Alternative Support Teacher specific responsibilities will be to develop and implement appropriate behavior plans, as well as, provide direct support and instruction to meet the behavior goals of the students.The Alternative Support Teacher will follow the regulations associated with IDEA, FAPE, and procedural safeguards and IEP development and implementation.
- Helps students to understand the nature of their difficulties as well as their strengths, assisting the establishment of realistic goals.
- Provide instructional services individually or in small groups for identified students.
- Determines specific learning problems, skill deficiencies, or social adjustment difficulties of students and initiates remediation programs in these areas.
- Counsels students in identifying and dealing with their academic and social problems.
- Holds parent conferences for each behavior challenge student, including a discussion of the problems, the educational program, and ideas for home reinforcement of the educational program.
- Provides an educational program for students in the alternative behavior classroom as defined in the student’s individual educational program (I.E.P)
- Works cooperatively with the classroom teachers who have students with emotional disturbance or behavioral needs in their mainstream classes, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, and assisting the students with regular education class assignments.
- Participates as a member of the Special Education Building MET Team. Assists in screening, evaluating, and making recommendations regarding the placement and program for behavior challenging students.
- Develops and implements an individualized education program and behavior plan for each child complimentary to his/her educational, social and emotional strengths and weakness as defined through the multifactor evaluation and I. E. P. process.
- Completes necessary reports and daily record keeping as required by state and local policies and procedures. Consults with administrative and supervisory personnel regarding progress and problems of students in the program.
- Develops and implements a system of tracking and evaluating students’ academic and social performance on a daily basis.
- Demonstrates effective behavioral strategies for students placed in the Alternative Support Classroom.
- Participates in professional growth activities through staff development, inservices, workshops and higher education.
- Assumes other responsibilities as requested by the Building Administrator and Special Education Coordinator.
- The Alternative Support Teacher shall be responsible for working with Mental Health, Day Treatment Facilities, Behavior Specialist, school based staff support teachers and schools with the program planning process for students with behavior problems.
- The Alternative Support Teacher will observe and assess student behavior, contribute to the evaluation process, respond to teacher and student needs with a student centered focus and collaborate with Program Planning Teams to support programming for students with behavior plans.
- The Alternative Support Teacher will work within an established framework developed by the Program Department in supporting Board and Special Education initiatives. Working collaboratively with a team of educational professionals, the Alternative Support Teacher will demonstrate a strong commitment to the planning for improvement process in support of student learning and reports directly to the School Principal.
- Train Staff and/or care providers in the implementation and documentation of behavior support plans.
- Students that are placed in the Special Option Academy (SOA) must complete the 4 points behavior system program to leave SOA.
- Work collaboratively with school site MET/TST Teams to identify IDEA students in need of early behavioral intervention.
- Collaboratively develop positive behavior intervention plans with the classroom teacher.
- Maintain documentation of student progress collaboratively with the Behavior Specialist and classroom teacher.
- The Alternative Support Teacher will be responsible for directing staff in the implementation of the individuals’ behavior support plan in accordance with state and federal regulations.
- Conducts functional assessments that meet state regulations and are built upon the concepts of positive behavior supports.
- Help supervise the behavior four points system methods of tracking effectiveness of behavior support plans of students being placed in SOA.
- Assists teachers in the identification and development of individualized instructions/behavior. Interventions intended to change behavior; using evidence based strategies to change behavior.
- Participates in eligibility and IEP meeting as requested.
- Maintain records of the student’s progress based on weekly, quarterly and monthly basis.
- Work closely with parents, guardians and care givers to help students achieve goals and objectives.
- Teach positive behavior skills including anger management, solution finding and social skills.
- Write social and behavioral goals/objectives that provide students with skills to access the general education learning environment.
- Work with the IEP team to access community resources for student and family including wraparound therapeutic supports from other facilities.
- Implement conflict resolution strategies in the Alternative Support Classroom.
- Use appropriate assessment instruments pertinent to academic and behavioral areas.
- Identify and collaborate with district, community, and other agencies to meet the needs of special need students.
- Ensure that each student in the program has necessary evaluation records in his/her permanent folder.
- Display high ethical and professional behavior and standards when working with students, parents, school personnel, and other agencies.
- Work cooperatively with the program director, supervisors, building administrators, school staff, and all teachers to develop and implement a comprehensive program utilizing the principles of Applied Behavior Analysis and generate effective behavioral intervention strategies and plans.
- When requested by the Special Services Supervisor and after a referral process has been completed, conduct observations of students in general or special education classes outside of the Behavior Analyst’s assigned school, and develop recommendations.
- Notify immediately appropriate personnel of evidence of substance abuse, child abuse, child neglect, severe medical or social conditions, potential suicide or individuals appearing to be under the influence of alcohol, controlled substances, or anabolic steroids.
- Develop behavior plans for students whose behavior interferes with their or others’ learning and monitor progress.
NOTE: This job description is a summary of primary duties and responsibilities of the position. It is not intended to be comprehensive listing of all duties and responsibilities. The Natchez-Adams School District School Board reserves the right to change this description at its discretion.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 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 regularly required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to stand, walk, and sit.
Sensory Requirements: Some tasks require visual perception and discrimination. Some tasks require oral communications ability.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate. Duties are performed indoors and occasionally outdoors.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. The Natchez-Adams School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.