Autism Resource/Classroom Teacher- High School

Position Title: Autism Resource/Classroom Teacher Salary Range:

Contract Length: Immediate Supervisor: Principal, Special Education Supervisor, Special Education Director Basic Function:

Essential Duties & Responsibilities: Collaborate with school staff to meet the individual needs of students. Problem-solve with teachers, paraprofessionals, and other school staff Conduct small group and individual trainings to increase understanding of students specific needs and facilitate appropriate accommodations Work with School nurses, speech/language pathologists, related services professionals, parents, and outside agencies to provide a full range of services based on the students needs.

Assist school psychologists in determining eligibility for special education services. Works with the CAT team to provide assistive technology, as needed. Facilitate the successful school experience of students with autism including:

Transitions to new Schools Curriculum, instruction, and materials accommodations per students IEPS Organizational needs Communication needs Behavioral/social needs Sensory modality needs Transportation needs On with parents of students with autism: Provide autism information that is relevant to Students' needs Act as a liaison between home and School Provide written verbal progress reports as indicated by the IEP, (daily to quarterly) Provide direct interventions, as needed, for academics, social skills, and behavior. Develop IEPs for students on the assigned caseload to assure that all needed components of the IEP meet the needs of the student and are Article 7 compliant.

Utilize available technology to increase student independence and engagement. Participate in staff development and professional growth opportunities. Participate in school-wide curriculum and assessment initiatives, as appropriate for individual students Qualifications:

Required experience and training Licenses in at least one area of special education Highly Qualified at the primary level Applicant must not have had a recommendation for Positive Assistance/Probation on their most recent evaluation History of timely submission of comprehensive and complete IEPs Documented college course(s) on Applied Behavior Analysis (OR direct work experience supervised by a practicing Behavior Analyst), OR Training in the TEACHH Model (i.e., Structured Teaching) Successful teaching experiences (verified through professional references) including: Conduction social skills groups for high functioning students with ASD Visually structuring academic tasks (i.e., TEACCH model) Organizing sensory diets for specific students with ASD Supporting students with ASD in general education classrooms Structuring the environment with: Visual schedules that support all the activities of the day Independent work citations to support independence Task Analysis of academic skills that show a student the visual relationship between various aspects of the task to be learned Skills in designing accommodations for general dedication classrooms, to help students with ASD better understand the expectations Experience with differentiating diagnosis of ASD from other disabilities Professional strengths which include:

Ability to maintain a calm, supporting manner i the face of concurrent, multiple student challenges Effective collaboration skills with general education teachers Ability to develop through IEPs with effective Behavioral Intervention Plans Excellent organizational skills, including a visual schedule for all staff who are assigned to work with specific students Ability to train and direct several paraprofessional to work efficiently in the same classroom Strong data keeping system Skillful in "saying less" and "showing more" when working with students Excellent oral and written communication skills Physical Demands: Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents. " />