Elementary Special Education Teacher/Case Manager

Raymond School District

Job Description

TITLE: Special Education Teacher & Case Manager

REPORTS TO: Special Education Administrator

EVALUATION: Educators will be observed annually and evaluated in accordance of the Raymond Educator

                              Effectiveness Plan

SUPERVISES: Paraeducators

GENERAL SUMMARY: The Special Education Teacher accepts responsibility for identifying & servicing, monitoring, and releasing students with disabilities ages 5-21 in accordance with the New Hampshire Rules for the Education of Children with Disabilities, federal laws, and Raymond School District curriculum, instruction, and assessment frameworks. The Special Education Teacher coordinates and administers all alternative assessments and supports all district/state assessments for students with disabilities. The Special Education teacher collaborates with administration, guidance counselors, teachers, and other school staff on behalf of students with disabilities; and serves as a resource for information regarding assessments, interpreting data, specialized instruction, modifications, differentiated instruction, and accommodations. The Special Education Teacher provides direct instruction and co-teaching in essential concepts, vocabulary, and content across the general curriculum. The Special Education Teacher functions as a liaison between school and parents.

QUALIFICATIONS (SKILLS/EXPERIENCE/TRAINING REQUIRED):

• Minimum of a Bachelor's Degree from an accredited college or university
• NH Department of Education General Special Education Certification
• Comply with the Standards for Ethical and Professional Performance established by the State Board of Education
• Knowledge of NHSEIS
• Strong interpersonal, verbal, and written communication skills. Ability to present written documents that are clear, concise, and grammatically correct.
• Ability to work cooperatively as a team member, well organized and flexible
• Preference given to those candidates who hold NH Certification in General Special Education and/or one of the following:

- Emotional and Behavioral Disabilities

- Specific Learning Disabilities

-Intellectual and Developmental Disabilities

ESSENTIAL JOB FUNCTIONS:

• Ensure development, monitoring, and implementation of the Individual Education Programs (IEP) for all special education students, ensuring that all components of the IEP are delivered to the individual students by the appropriate provider.
• Thorough understanding of policies, laws, and guidelines related to special education including IDEA; keep abreast of best practice in special education instruction, assessment, resources, and community-based programming.
• Complete a comprehensive diagnostic assessment through formal and informal evaluation of those students who have been identified as having a possible educational disability.
• Serve on a multidisciplinary team for the identification of a student with a suspected educational disability and facilitate the evaluation process for newly referred students.
• Consult and collaborate with classroom teachers, parents, special education staff, and administrators in planning, writing, monitoring programs, student progress, and coordinating instruction for students with disabilities or suspected disabilities- Co-plan, co-teach, and consult with general education teachers as appropriate.
• Understands how students learn and develop and provides opportunities that support their cognitive, linguistic, creative, social, moral, emotional, and physical development.
• Plans differentiated specialized instruction that employ a variety of instructional techniques  and implement differentiated instruction in collaboration with general education teachers and provide academic support/academic coaching within the general education setting.
• Maintain accurate, complete, and current records as required by law, district policies, and administrative procedures and maintain confidentiality.
• Use district adopted curriculum materials and programs and coordinate the modification of general education curriculum when necessary based on a variety of instructional techniques and technologies.
• Provide and use assistive devices, supportive technology, and assistance to ensure students' access to the curriculum.
• Provide services in the least restrictive environment possible.
• Develop and articulate clear student behavior expectations and provide positive, proactive behavioral interventions and support, crisis management and emotional support in collaboration with other staff; communicate with administration regarding student discipline, write behavior plans as needed for students.
• Provide specialized instructional programming in and outside of the regular education classroom.
• Provide lesson plans, materials, strategies and/or activities for paraeducators assigned to work with students in one to one, small group, and class settings.
• As needed, access and coordinate school-based, community-based, and transitional resources and services within and outside the school environment.
• Demonstrate knowledge of NHSEIS and provide case management, including completing all district paperwork required for annual review and re-evaluation team meetings.
• Evaluate students utilizing a variety of formal and informal assessment tools, including observations, to make informed decisions regarding eligibility, IEP planning, programming, and student learning progress.
• Collect, analyze and report data in a meaningful manner using district/state evaluation tools to monitor student progress and write students' progress reports.
• Support students during state and district testing; understand and implement alternative assessment tools such as Dynamic Learning Maps.
• Write students' progress reports and senior summaries.
• Facilitate the development and implementation of students' transition plans with teachers, parents, and students.
• Notify teachers, paraeducators, and other related services providers about changes in student(s) needs.
• Communicate accommodations and modifications, grading guidelines, and/or behavioral plans for all staff involved with student.
• Make appropriate recommendations and help plan for ESY-Extended School Year needs.
• Ensure all special education timelines are met.
• Plan supports and accommodations for students pertaining to state and district assessments.
• Attend parent/teacher conferences and open houses as required by the district.
• Attend field trips to support individual or small groups of students.
• As needed and appropriate, monitor, supervise, and support students in self-contained programs with medical needs and/or other students with documented medical needs (including but not limited to those who need assistance with toileting) and work with the building level nurse to develop plans to address these individual needs as needed and appropriate.

OTHER DUTIES AND RESPONSIBILITIES:

• Attend staff meetings when appropriate
• Is an active member of subject or grade level teams, and/or other PLCs, as appropriate
• Other duties as assigned by the building and district administration 

PHYSICAL ACTIVITY REQUIREMENTS

Lift up to 10 lb. N R O F C Twisting N R O F C

Lift 11 to 25 lb. N R O F C Bending N R O F C

Lift 26 to 50 lb. N R O F C Crawling N R O F C

Lift  over 50 lb. N R O F C Squatting N R O F C

Kneeling N R O F C

Carry up to 10 lb. N R O F C Crouching N R O F C

Carry 11 to 25 lb. N R O F C Climbing N R O F C

Carry 26 to 50 lb. N R O F C Balancing N R O F C

Carry over 50 lb. N R O F C

Work Surface(s)

Reach above shoulder height N R O F C

Reach at shoulder height N R O F C

Reach below shoulder height N R O F C

Push/Pull N R O F C

Hand Manipulation

Grasping N R O F C

Handling N R O F C

Torquing N R O F C

Fingering N R O F C

Controls and Equipment:

Computer, projector, Smartboard, Assistive Technology, copier, scanner, telephone

During an 8 hour day, employee is required to:

  Consecutive Hours                               Total Hours

Sit 1   2   3   4   5   6   7   8               1   2   3   4   5   6   7   8

Stand 1   2   3   4   5   6   7   8         1   2   3   4   5   6   7   8

Walk 1   2   3   4   5   6   7   8         1   2   3   4   5   6   7   8

Cognitive And Sensory Requirements:
Talking:   Necessary for communicating with others
Hearing:   Necessary for receiving instructions and queries
Sight:       Necessary for doing job effectively and correctly

Tasting & Smelling: Not required
 

Employer Expectation for the amount of lapsed time required by a typical worker to learn the skills of this job description (Specific Vocational Preparation Requirement)

|__| 1.  Short demonstration only.
|__| 2.  Any beyond short demonstration up to and including 30 days.
|__| 3.  30-90 days.
|__| 4.  91-180 days.
|__| 5.  181 days to 1 year.
|_x_| 6.  1 to 2 years.
|__| 7.  2 to 4 years.
|__| 8.  4-10 years.
|__| 9.  Over 10 years.

Summary Of Occupational Exposures:
May be exposed to cleaning fluids, copier toner, occasional exposure to bodily fluid. Employees are required to use universal precautions to prevent exposure to bloodborne pathogens.

Other Items to consider

Environment:   Inside: 95%          Outside: 5%
Work Surfaces: carpet and tile floors, chair and standard desk

This is a fairly sedentary position and employee is not required to do extensive physical exertion.  Employee is occasionally required to do some lifting.  Employee is typically able to sit and stand as needed.

The above statements are intended to describe the general nature and level of work being performed by people assigned to do this job.  The above is not intended to be an exhaustive list of all responsibilities and duties required.

*External and internal applicants, as well as position incumbents who become disabled as defined under the Americans With Disabilities Act, must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case by case basis.

Classification: Exempt 185.5 days per school year

Approved: 8/29/19

Reviewed/Approved by Supt: 3/13/24

Revised/Approved by Supt: 12/4/24