Job Description

This position provides support and supervision and instruction to students with moderate to severe disabilities, including students with cognitive delays, social communication needs, physical impairments and or social/emotional-behavioral needs in one-on-one, small group settings as well as inclusionary support within the general education classroom. The Special Education Group Leader will support and/or lead large groups, small groups and 1 on 1 instruction throughout the day. This position will assist in the modification of instructional materials and/or equipment as well as, when appropriate, alter the instructional environment based on individual student needs under the direction and supervision of a certified teacher. The Special Education Group Leader is required to collect data and support the maintenance of student records as well as assist the certified staff in transferring information into data management systems. The Special Education Group Leader is also responsible to provide direct supervision to students during recess, and/or transitioning on/off the school bus. In addition, the Special Education Group Leader will be responsible to provide personal care and/or medical assistance as delegated by the School Nurse to support students with toileting/changing and/or medical/life skills assistance as needed.

SALARY Classified - Grade M, starting at $22.44 based on previous job experience, 8.5 hours per day, Tuesday through Friday on the 9-month work calendar, paid over 12 months. Position is eligible for benefits.

DUTIES AND RESPONSIBILITIES:

• Lead and/or support large groups, small groups or 1 on 1 instruction throughout the day. As well as assist with implementing and monitoring student's individual education program (IEP), behavior intervention plans, BCBA behavior protocols, as well as health care plans throughout the school day in a variety of settings under the direction and supervision of certified staff. This may involve assisting students with not only their academics, but also with their communication, social-affective, social-emotional, behavioral and/or physical needs, including sensory motor , positioning, stretching, transitioning, and using specialized adaptive equipment and technology.
• Supervise and support students to promote safety and security at all times, including during recess, before/after school parent drop-off/pick-up and/or transitioning on/off the school bus. De-escalate students as needed following their prescribed Behavior Intervention Plan (BIP) and when appropriate using the approved Crisis Prevention Intervention (CPI) measures.
• Assist with the collection and data entry of student observational assessment for TS GOLD and data collection for IEP goals/objectives progress monitoring as well as with the input of the data into appropriate computer based system under the supervision of the certified staff.
• Communicate with certified staff as necessary to ensure they are informed of student specific situations/needs. Modify and/or adapt instructional materials and/or equipment as well as the environment to support the participation of students within their academic environment including when in the general education classroom under the direction of the general education, special education teacher or other special service providers.
• Assist students with their personal care needs, such as toileting, diapering, self-care (e.g. washing face and hands, changing clothes, getting coat/supplies/backpack ready for transitions etc.), eating and tube feeding, and safety monitoring, etc. as necessary and appropriate. In addition, staff are required to document personal care and safety support provided for the purpose of submitting Medicaid forms to the Medicaid Coordinator.
  Sanitize the classroom, student toys, and equipment, as well as ensure that toys, equipment and materials are in good repair at all times in accordance with district policy.
• Participate in special education team meetings, building staff meetings, as well as trainings and professional development as directed by the building administration, direct supervisor, and special education coordinator. Attend student staffing and/or parent meetings at the request of the certified special education teacher and/or related services providers.
• The Special Education Group Leader is required to participate in a minimum of 15 hours annually of professional development / training.
• Hours must be tracked and certificates must be sent to the Preschool Department. Perform other duties as assigned.

QUALIFICATIONS:

• Ability to work with preschool age children and with children from various backgrounds.
• Universal Precaution certification required
• CPR and First Aid certifications preferred, but not required.
• Must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 50 pounds independently.
• Bilingual (English/Spanish) preferred.

• Must be able to pass a Colorado and Federal Bureau of Investigation background check.

REQUIRED EDUCATION AND TRAINING:
High school diploma or equivalent and:

1. A current Colorado Level 2 credential through Colorado Shines PDIS; or,
2. Two (2) three-credit college courses from a regionally accredited college or university in Introduction to Early Childhood Education (ECE101) and Guidance Strategies for Young Learners (ECE103).
3. Or equivalent education and experience combination per Colorado Department of Health and Human Services licensure regulations.
4. Individual must participate in a minimum of 15 clock hours annually of professional development related to Child Development and/or Early Childhood Education
5. All preschool employees must be Early Childhood Teacher (ECT) qualified through Colorado's Professional Development Information System (PDIS). If you do not have your ECT Credential, you will have 1 year from your hire date to complete the process.

EXPERIENCE:

• Prefer experience working with and/or being around children. Prefer an individual who has 6 months or more experience working with students with disabilities, but not required.
• Bilingual skills preferred. Must have the ability to speak/read/write in English and interpret documents such as lesson plans, behavior Intervention Plans, IEPs, staff and student handbooks.
• Individual must be competent in basic academic skills (reading, math, and writing) in order to support students within their academic program. Requires collaboration with teachers and service providers.
• Requires the ability to focus on details in order to collect data, write routine communications, and relay accurate information, work independently, yet be able to take directives and follow through from a variety of special education service providers.
• Individual must be able to remain professional and calm in stressful situations when dealing with students, staff, and parents.

Links to Important Job Information:
Benefits Information
Salary Schedules
Leaves Information
Non-Discrimination Notice
All future correspondence will be handled via the email address you provided in your online application. Check your In-Box and your SPAM folder.