SUMMARY of ESSENTIAL FUNCTIONS

Instruction:

• Provide instruction and services for students who frequently present with multiple disabilities. Curriculum emphasis is on skill development in the domain areas of basic skills and concepts (including functional academics), recreation and leisure, community, vocational, and domestic. Motor, communication, and social skills are infused throughout all areas.
• In collaboration with Multi-Intensive Center Director lead a team of paraprofessionals in providing one-on-one instructional and behavioral support to center students, including teaching social and adaptive skills, providing small group or one-on-one academic instruction, and pushing in and supporting students in a general education setting, as needed.
• Work closely with the Multi-Intensive Center Director to collaborate with district support staff and manage DPS transportation services.
• Collaborate with school leadership, Multi-Intensive Center Director, general education teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
• Collect and use data to track student growth, and create or modify student IEPs.
• Provide fair, accurate, and constructive feedback to students on their progress.
• Build relationships with students and families through consistent partnership and communication.
• Work in collaboration with the Multi-Intensive Center Director and para-educators to support students in daily living activities including feeding, toileting, communication, movement, etc.

Culture

• Refer to students using first-person language (i.e. “Josue is a student with autism” not “Josue is an autistic student).
• Actively listen to all directions given in the classroom and be ready to repeat these instructions to students multiple times, if necessary.
• Attend students’ lunch time when possible in order to build relationships with outside of the learning environment.
• Provide supervision of students during both lunch and recess activities.
• Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Development

• Attend and participate in weekly staff and grade-level meetings.
• Participate in regular instructional coaching meetings and content-based department meetings.
• Participate in professional development throughout the school year.

Additional Duties as assigned