Academic Life Skills - Elem (2026-2027 School Year)

• →Plans according to state standards and student IEPs
• →Participates, as appropriate, on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules, and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified
• →Defines, structures, and communicates daily expectations according to state standards and IEP including, but not limited to, course goals, objectives, learning methods, and activities
• →Communicates with parents, regular education staff members, special education staff members, and other appropriate stakeholders on course instructional strategies and objectives, students' grasp of material, outcomes and perspectives for applications of materials learned
• →Receives and reports student progress; in-puts student data via computer; negotiates schedules and communicates with all pertinent participants (administration, parents, staff, students, etc.)
• →Provides differentiated instruction based on the student's individual level of functioning and preferred/necessary learning modalities
• →Controls classroom and teaches individual behavior through classroom structure, routine, communication opportunities, and individualized behavior methods; adapts and adjusts course content and reading levels to specify skills to be taught; discerns learning styles and means of building memory and study skills; assists individual students in achieving academic, daily living, and social skills learning objectives by working with them individually and in small groups
• →Presents various learning opportunities appropriate to each student’s IEP including, but not limited to, classroom structure, multi-media, assistive technology, alternative communication opportunities, support of regular classroom teachers, and other presentations and/or opportunities inside or outside
• →Prepares and displays events and reinforcement activities which encourage participation
• →Evaluates according to state standards and student IEPs
• →Plans assessments for evaluation to include, but not limited to, various diagnostic techniques; standardized survey and criterion-referenced test; teacher-developed oral and written tests; student personal indices (effort, potential, interests, memory)
• →Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement)
• →Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations; reports progress on a regular basis as required
• →Provides a positive role model of appropriate and respectful interactions with students and staff
• →Develops, teaches, and reviews clear and concise classroom structure, rules, routines, procedures, and expectations individualized to student need
• →Designs classroom rules for student interaction (courtesy and respect for belongings, space, and ideas), self-control, working independently, and appropriately gaining the floor; designs systems for handling all the behavior (from simple infractions to severe behavior)
• →Prepares physical condition of classroom to reflect subject matter to facilitate student learning and maintains a clean and organized classroom
• →Keeps daily records on, but not limited to, student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessionals
• →Manages all job duties with the mobility, agility, dexterity, and focused observation necessary to adequately perform the essential duties as described above
• →Participates in teacher committee work and attends teacher meetings

• Good physical health and ability to implement behavioral strategies as well as to lift, dress, and position students as needed for self-care and safety.
• Works in standard office and school building environments
• Ability to work outdoors during outdoor student activities
• Additional demands upon request of Principal, Superintendent
• Must be able to respond rapidly in emergency situations

• Ability to work with diverse populations
• Must possess the ability to communicate effectively, both verbally and in writing
• Ability to plan, organize, make decisions, and prioritize effectively to achieve meet deadlines and achieve greater results
• Proficient time management skills, good judgment and problem solving abilities
• Detail and quality oriented

• Contact with personnel within the district and with customers and vendors
• Will be working under the direct supervision of the department supervisor in order to complete day to day tasks
• Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy
• Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues
• Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service

• In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave
• Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator
• All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position

• Valid Kansas Teaching license to teach Special Education at the Functional Level required
• Master's Degree in Special Education or Enrolled in a Special Education Degree program with Plan of Study on file with District and Special Education Waiver obtained
• Prior teaching experience preferred

FLSA Status: Exempt