Description
Job Posting #: 65567
DATE POSTED: May 29, 2026
DEADLINE DATE FOR APPLICATION: Thursday, June 4, 2026 at 4:00 p.m.
Maximum number employed will be based upon student enrollment
EXTENDED SCHOOL YEAR PROGRAM
(SPECIAL EDUCATION COMPONENT)
? Program Dates June 10, 2026 to June 26, 2026
? Program Time 7:30 a.m. to 1:00 p.m.
? Location Wheeling Park High School
? Closed Dates June 19, 2026*
*Holidays, Closed Days and Calamitous Days are without pay
1 – Special Education Instructor – ANTICIPATED
• Prior experience in teaching ESY preferred
• Prior experience in teaching the WV Essential Elements preferred
• Familiar with Applied Behavior Analysis and the use of Discrete Trial Teaching preferred
• Approximate Times 7:15 a.m. to 1:15 p.m.
INTERESTED APPLICANTS MUST:
Apply online at https://www.applitrack/com/wvde/onlineapp/
Applicants not completing the application online will not be considered for the position. If you have any questions on application process please contact Human Resources at 304-243-0321.
Equal employment opportunity will be granted to all persons, regardless of race, religion, color, sex or national origin, and no discrimination based upon such factors will be made in salary, promotion, demotion, transfer, or termination of any employee.
-It is a policy of the Ohio County Board of Education not to discriminate on the basis of sex in employment as required by Title IX of the 1972 education amendments.
-It is a policy of Ohio County to provide equal opportunity for the disabled per federal regulation 504.
TITLE: Countywide Multi-Categorical Teacher with an Endorsement in Autism
REPORTS TO: Principal
JOB GOAL: To provide students with disabilities with the instruction and assistance necessary to enable them to progress developmentally through the approved programs of study by developing and implementing an Individual Education Plan (IEP)
QUALIFICATIONS:
• Valid West Virginia Teaching Certificate with Certification in Multi-Categorical with an Endorsement in Autism or eligibility for permit and agrees to fulfill certification requirements
• NCLB core content certification also preferred (i.e., math, science, language arts); if elementary position, K-8 preferred, or agree to obtain alternative certification
• Provides a variety of behavior management techniques in a crisis situation before resorting to passive restraint
• Exhibits the physical attributes to passively restrain both male and female students who display aggressive and violent behavior over an extended period of time
• Strong written and oral communication skills
• Ability to write clearly and concisely using correct grammar and spelling
• Knowledge of Effective Schools/Teaching Research as it applies to exceptional students in an elementary and/or secondary school
• Knowledge/experience of how to interpret and apply test data, including Alternate Performance Task Assessment
• Knowledge/experience in providing computer assisted instruction to exceptional students
• Knowledge/experience in providing established procedures for medically fragile students
• Ability to demonstrate an understanding of procedures utilized in the Reading Program at the elementary level
• Knowledge/experience developing and implementing IEP's and MEP's
• Knowledge/experience in the appropriate identification and placement for exceptional students
• Past experience preferred
• Training and experience in a variety of strategies including PECS, TEACCH, Discrete Trial Teaching, Social Stories, Applied Behavior Analysis, RTI, Co-teaching, DIBELS, Crisis Prevention Intervention
ESSENTIAL FUNCTIONS OF THE JOB:
• Provides a program which includes behavior management, emotional/social (affective) education, academic instruction, career education, leisure skills and daily living/survival skills (which may include toileting and related lifting)
• Assures that instruction is programmed in sequence and systematically presented
• Utilizes a varied multidisciplinary approach when providing direct instruction and/or integrating with other instructional areas of study
• Provides direct instruction which encourages students to generalize and maintain skills and attitudes in appropriate life situations
• Selects learning outcomes with consideration given to the following:
a. the sensory and motor impairments of students
b. present skills of the students
c. age appropriateness
d. social acceptability of the skill
e. the functionality of the skill
• Relates instructional learning experiences to the pre-vocational or vocational portion of the student's educational program
• Provides an environment that modifies or controls behavior problems
• Conduct functional behavioral assessments (FBA) to determine what motivates and maintains a challenging/interfering behavior of an individual with disabilities
• Develops, monitors, and modifies a behavior plan for students with disabilities
• Enhances the student's feelings of self-worth and develops the student's self-control so that appropriate learning can occur
• Establishes a classroom atmosphere that is caring and safe
• Encourages individual social and academic growth
• Promotes high self-esteem by encouraging students to recognize and use their strengths
• Establishes a classroom structure which provides a learning environment which is well-planned, highly structured, consistent in expectations and consequences, and success oriented
• Encourages the students to become independent through the use of self help skills and to work at their greatest potential
• Facilitates parental involvement in the management plans for individual students
• Develops strategies to coordinate the special education program with the regular program
• Develops and implements an individualized educational plan (IEP) for each student that is learning and goal oriented with defined expectancies
• Provides input into the roles and responsibilities of each individual involved in the education of special education students
• Assesses the performance of each student at entry and exit based on developmental levels, modified learning outcomes, and IEP objectives
• Monitors, assesses and evaluates student progress through content standards and learning objectives as specified in the IEP
• Administers, scores and interprets the appropriate assessment instruments, including observations, as part of the multidisciplinary evaluation team (MDET)
• Participates in all formal and informal meetings that relate to providing special education and related services to exceptional students
• Consults with parents on a regular basis regarding any progress and program review/revision to ensure least restrictive environment
• Requisitions age appropriate materials, equipment and supplies
• Maintains an inventory of classroom materials, equipment and supplies
• Works cooperatively with the entire school staff
• Collaborates with consultants and therapists to implement the goals and objectives for related services
• Participates and presents appropriate staff development programs
• Maintains complete and accurate records while documenting information appropriately
• Works with staff, organizations, agencies and the community to promote and develop an understanding of the program
• Keeps abreast of research developments through journals, publications and professional meetings
• Maintains positive work habits
• Performs duties efficiently and productively
• Implements and follows the guidelines established in state and federal regulations
• Maintains an effective working relationship with the principal, department chairpersons, staff and parents
• Maintains and upgrades professional skills
• Performs other duties as assigned by the Principal, Assistant Principal, Assistant Superintendent or Superintendent
Term of Employment: 200 days
Salary per Ohio County Schools Salary Schedule
Revised August 1, 2008