Job description

The Windham Southeast School Union (WSESU) is an increasingly diverse community with an ongoing commitment to diversity and inclusion, social justice, and anti-racism. We are looking for enthusiastic professionals to join us in furthering this work.Windham Southeast Supervisory Union (WSESU) is seeking an Intensive Services Teacher for the 2023-2024 School year! Come join a dynamic team of dedicated multi-disciplinary team who provide high quality support and services for students with developmental differences at Brattleboro Union High School.Knowledge Standards: Human development, including the implications of a broad range of delays, disorders and disabling conditions effecting learning and developmentAppropriate procedures and strategies for identifying and supporting learning & development of individuals with severe and multiple disabilitiesProcedural, consultation, collaborative and case management knowledge to and skills essential to implementation of effective educational support programsAbility to evaluate, develop and implement education plans for students with low incident disabilities (Autism, Learning/Language Impaired) and/or students with social and emotional challenges impacting access to education. Work with a team of teachers to support IEP educational services and supports in learning environments with peers and specialized instruction as determined by each students assessed needsAdjust students educational and behavioral program(s) for consistent access to general educationAdapt instruction through a team process including schools psychologist, general educators, counselors, related service providers, community supports, para-educators and special educatorsKnowledge and experience with the concepts of universal design, ABA/ FBA observation and behavior planning, intensive case managementKnowledge of State and Federal laws and regulations for IEP complianceIntegrates current technologies in instruction, assessment and professional productivity Program Development, Consultation and CollaborationFocus on effective collaboration, teaming, consultation, facilitation, and communication with school, family and community systemsKnowledge of family systems and principals for family centered practice, including working cooperatively and respectfully with families to support the studentCommunicate to parents/ guardians throughout the IEP process, documenting contact, meetings, amendments and all other IEP documentation requirements Use effective group facilitation and leadershipKnowledge and coordination of specialized therapeutic service providers supporting assessment and program developmentResponsible for the defining the roles and responsibilities with your supervisor and providing ongoing supervisionAssessment Knowledge of evaluation process, including legal aspects, appropriate procedures, and principals of non-discriminatory evaluationLead evaluation planning for eligibility, 3-year evaluations and ongoing student baseline and achievementAssess and/or interpret evaluations to present levels to IEP team for eligibility determination in accordance with Vermont Special Education Regulations and federal IDEA Part BAnalyze pre-and post-tests to maintain or adjust instruction/ behavior support as documented in the IEPCollect data required for continuous progress monitoring of effectiveness of instruction and student progressEnable student to participate in local and statewide assessment through accommodation and/ or alternative assessment methodsIndividualized Education PlanWith IEP team, develop goals and objectives based on evaluation outcomes in the basic skill areas based on grade level expectationsComplete all documentation on Spec Doc following state and federal regulations for timelines, IEP content documentation including: present levels, level of service, amount of inclusion in general education, accommodations and related servicesUse data system(s) as designated by WSESU for IEP documentation, progress monitoring and state / federal annual data collectionResponsible for building positive relationships with students, parents and other community partnersComplete all documentation relating to the IEP using VT DOE forms in Sped Doc, provide original completed IEP to Central Office and copy to parents soon after IEP meetingTeachingTeach or provide oversight of access to general education through specialized instruction using developmentally appropriate, research based specialized curricula, instructional practices and curriculum based assessmentProvide the content and supervision to para-educators supporting student learning and behavioral support plans that are positive, pro-active and provide non-aversive management Communicate, model and provide instructional strategies to general educators and para-educators to support student progress and independenceFoundation of Basic Skill AreasWorking knowledge of oral language & literacy, language and word study, second language issues, reading comprehension and fluency, written expression, numeracy, behavior and motor skillsTransition Planning (elementary to secondary)Communicate and complete transition documentation with the receiving school and parents to define student goals, objectives & accommodationsProvide support and guidance to parents to bridge services from one school/ program to the otherSchedule required meetings for transition and IEP compliance with the parents and receiving/ sending school/ programAll IEP documentation completed prior to the end of the school year and sent to receiving school and Central OfficeTransition Planning (secondary to post high school)Provide access to pre-vocational and or vocational assessment processes available at BUHS#6 to determine student interests, skills and knowledge, areas of vocational interest and collaboration with WRCCDevelop IEP using vocational information as the foundation for goals and objectives moving toward post secondary and career goals at the annual review in the year the student turns 16Communicate, model, and provide instructional strategies to WRCC educators (WRCC) and assigned para-educators to support student progress and independence of vocational goals and objectives, including academic skills and behavioral support plansCommunicate and support transition process with parents/ guardians and outside agencies, including a formal transition meeting to update IEP for the transitionAll IEP documentation completed prior to the end of the school year and sent to receiving school and Central OfficeDocumentationComplete all documentation required for Sped Doc, school and state required documentation within the timelines of school, state and federal law.

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