SPED Inclusion Facilitator

 

Position / Title: Special Education Inclusion Facilitator
Bargaining Unit:    ETA	Department/Location: Specialized Student Services
Calendar Days: 184	Reports To: Specialized Student Services
JD Revision Date: 05/29/2024	Supervises: N/A

 
Function / Position Summary
 
To facilitate an inclusive school experience that aligns with the Evidence Based Practices of students with disabilities that helps foster student interests, independent functioning levels, and individualized needs of students with autism and behavioral needs from our self-contained classrooms in their least restrictive environments. Adhering to published policies and procedures distributed by the federal, state, district, and school administrations is required.
 
Job Duties / Responsibilities

• Attends School Service Team (SST) and assigned IEP meetings while maintaining full confidentiality of student information in the school and in the community.
• Shares responsibility for maintaining accurate, complete, and correct records as required by law and district policy by:
  • Implementing assessments of student progress and communicating progress with students and families.
  • Documenting present levels of academic and functional performance and other relevant special education forms.
  • Monitoring student records for annual review, reevaluation, and other pertinent dates.
  • Monitoring that all services included in the most recent IEP are implemented with fidelity
  • Monitoring goals are updated by case managers and/or related service providers for students accessing majority inclusion settings as determined by SST discussions.
• Work collaboratively with the multidisciplinary team (general education teacher, BCBA, and related service providers) to review academic/behavioral data and modify IEP goals accordingly, based on student needs and progress by:
  • Assisting in implementation plans of BIPs and safety plans
  • Conducting direct observations and interviews with students and teachers when needed
  • Organizing and summarizing academic and behavioral data collection.
  • Identifying student supports and recommending adjustments to plans being implemented.
  • Modeling focused intervention practices according to individualized education plans (IEP)
  • Developing follow-up plans and procedures to improve the school success of students in a self-contained setting while seeking assistance from other professionals, as necessary.
• Maintains extremely accurate documentation, including contact with students, teachers, and/or parents.
• Assist with environmental adaptations in the general education classroom which is in  accordance with U-46 Trainings and practices of the Isel-contained program.
• Collaboratively supports implementation of research-based instructional strategies that account for a range of abilities and cultural backgrounds to ensure building teams are effectively executing interventions that support the academic growth of students coming to in the general education setting from a self-contained classroom.
• Provides support for students and teachers in the inclusive setting by modifying assignments and assessments in collaboration with cross-categorical case managers.
• Collaborate with related service providers and the general education team to ensure that all IEP goals and accommodations are being implemented with fidelity. This includes behavioral, instructional, and environmental accommodations and supports within the inclusive setting, as well as AAC/communication protocols and procedures.
• Help support general education teachers with modifying and modeling lesson plans, differentiating assessment materials, and implementing behavior management strategies based off students BIP, within the general education environment.
• Customize curriculum tools, assessments, and other various gen. ed. instructional resources to promote students to successfully access the general education curriculum. Assist in providing focused intervention practices when needed.
• Monitor and help enhance student engagement and performance in the general education  classroom and inclusion setting as assigned.
• Models best practices for colleagues across multiple settings, provides follow-up discussions and supports for teachers, and participates in the planning of systematic interventions and data collection of the students.
• Collaborates with team members- including parents and outside agencies, when an inclusion student exhibits severe academic and/or social-emotional-behavioral challenges in the school setting.
• Provide hands-on training opportunities for staff members on the implementation of FBA/BIP strategies to aid in positive student behavior and functioning within the general education environment.
• Develop and provide on-site and program specific professional development to obtain, maintain, and improve professional levels of performance related to inclusion practices
• Identify supports and develop comprehensive strategies to effectively integrate students into the general education setting. Assist in executing student integration plans with students and teachers within the general education classroom.
• Develop and coordinate classroom support staff (i.e. paraprofessionals) daily responsibilities and schedules.
• Cooperatively supports a variety of colleagues in understanding and implementing Evidence Based Practices (EBPs) of Autism.
• Employs effective interpersonal skills and actively engages in solution-seeking conversations, challenges concepts respectfully, accepts suggestions in a positive manner, and follows through on adjustments.
• Works collaboratively with administrators in cultivating the professional strengths, knowledge, and skill sets of general education teachers in order to enhance teaching competencies and practices in the educational setting.
• Work with the multidisciplinary team to develop and provide professional development opportunities based on EBPs (Evidence Based Practices) for staff members, on effectively integrating students with IEPs into general education settings and environments.
• Participates in curriculum, personnel, policy, or professional development committees related to facilitating successes of students with IEPs.
• Attends building and department staff meetings, school- and district-provided professional development opportunities, and contract meetings determined beneficial to support students, as assigned.
• Implements school improvement plans and strategies by assisting administration in implementing student inclusion plans to meet individual needs.
• Performs other duties as assigned by administration and other requirements of the job in accordance with the ETA collective bargaining agreement

 
Education
 

• Previous experience as a teacher for students with autism spectrum disorder as well as a mild cognitive disability (at least 3 years preferred).
• Experience with Autism, Communicative Delays, and/or individuals with behavioral needs.
• Familiarity with graphing and interpreting data (academic & behavioral).
• Knowledge of applicable laws, codes, regulations, policies and procedures related to special education.
• Bachelor’s degree in related subject from accredited university – required.
• Professional Educator or Provisional Educator License - required 7
• Learning Behavior Specialist (LBS1) endorsement – required.
• Position will require comprehensive and ongoing professional development.

 
Experience / Knowledge

• Tactful, adaptive, and productive interpersonal skills that articulate thoughts, strategies, and ideas easily understood by people of diverse backgrounds and experiences while working effectively in a highly collaborative team environment, including effectively addressing and resolving conflict (e.g., between students, students and staff, and staff with staff).
• Current knowledge of content-specific subject matter for core subjects, Common Core Standards, general education curriculum, and a working knowledge of academic interventions that are scientifically proven to facilitate growth with students with IEPs.
• Dependability in effective problem-solving, sound decision making, completing tasks, maintaining a positive attendance record, and effectively managing instructional time, space, and other resources.
• Excellent attention to detail, organizational skills, maintenance of accurate communications, skills in multitasking divergent tasks, and is a self-starter.
• Willing to:
  • Work in predominantly multicultural and multilingual environments.
  • Learn about available instructional and resource opportunities for students with a variety of needs.
  • Maintain a thorough understanding of federal, state, and district guidelines and regulations regarding IDEA and programming for students transitioning out of a self-contained setting
  • Learn emergency plans, procedures, and roles in carrying out drills, evacuations, and responding to crisis situations
  • Work directly with students and facilitate successful school experiences.
  • Support students in elementary and/or middle schools

 
Physical Demands
 

• Requires frequent movement including excellent physical agility and quick response time as well as prolonged sitting or standing and stooping, bending, or reaching.
• Occasionally requires physical exertion to manually move, lift, carry, pull, or push heavy objects or materials including the ability to lift up to 50 pounds with proper technique.
• May be required to assist with diapering/toileting needs

Terms of Employment
 

• Nine month position
• Performance of the position will be evaluated with provisions set by the Board of Education as per contract.