Provide students with disabilities appropriate learning activities and experiences designed to help them achieve educational progress related to their intellectual, communication, emotional, social, physical, and self-help skills. Develop modified curricula and other instructional materials to address each student’s ability level.

PROGRAM DESCRIPTION
Structured Learning Class (SLC):

This instructional setting offers specially designed instruction for children with autism and/or other communication disorders who require support to build functional language/communication and functional behavior skills. The primary emphasis is on language/communication and behavioral needs starting at the preschool level with increased emphasis on academic support and functional routines at the elementary and middle school levels. The classroom environment is highly structured and incorporates positive behavior supports and instructional strategies in alignment with the principles of Applied Behavior Analysis. Students participate in activities with their non-disabled peers, with support as appropriate, to help generalize skills learned in the SLC classroom. SLC classrooms are arranged to provide maximum opportunity for intensive specialized instruction on the prerequisite level of the academic TEKS.

Education/Certification:
Bachelor’s degree

Valid Texas teaching certificate in Special Education

PK Positions: EC-6/PK and ESL

Elementary Positions: Elem Self Contained 1 – 8, or Generalist/Core EC – 6

Middle School Positions: Generalist/Core 4-8, or EC – 6

Special Knowledge/Skills:
Knowledge of academic subject assigned

Demonstrated proficiency in creation, implementation and progress monitoring of specially designed instruction

Ability to individualize instruction to prepare students for participation in Least Restrictive Environments (LRE) to the maximum extent possible

Experience:

Minimum of three years of special education teaching experience is preferred

Knowledge and experience in working with students with emotional and behavioral challenges preferred

Instructional Strategies:
Collaborate with parents and other staff members to develop Individualized Education Programs (IEPs) through the ARD/IEP Committee process, including attendance at ARDC meeting.
Develop and implement lesson plans that fulfill the requirements of the students’ IEPs and reflect the District's established curriculum; demonstrate written evidence of preparation as required.
Prepare lessons that reflect accommodations for differences in student learning styles/needs, including activities, materials and equipment.
Use technology (including assistive technology) to strengthen the teaching/learning process.
Plan and supervise assignments for teaching assistants and volunteers.

Student Growth and Development:
Conduct ongoing assessment of student achievement through formal and informal testing.
Be a positive role model for students, support mission of school district.
Help students develop independence and self-advocacy skills.
Assume responsibility for extracurricular activities as assigned.

Classroom Management and Organization:
Create classroom environments conducive to learning and appropriate for the physical, social, and emotional development of students.
Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.

Provide positive behavioral supports to manage student behavior in accordance with Student Code of Conduct and Student Handbook.

Must be physically capable of implementing student restraint as a last resort for safety.

Communication:
Establish and maintain open communications by conducting conferences with parents, student, related service providers, principals and teachers.
Use effective verbal and written communication skills with students, parents and colleagues.
Maintain a professional relationship with colleagues, students, parents and community members.

Other:
Compile, maintain and file all reports, records, and other documents required for District and TEA compliance.
Participate in professional development activities to improve job-related skills.
Keep informed of and comply with federal, state, District and school regulations and policies related to the delivery of special education services.
Attend and participate in faculty meetings and serve on staff committees as required.

Frisco ISD retains the right to adjust the responsibilities and assignments of all positions as needed to meet the needs of the District.

Frisco ISD is committed to fostering a collaborative work environment that honors and supports the social and emotional well-being of all. Employees are expected to interact in a manner that is becoming of educators and promotes high levels of productivity for the benefit of the students we serve.

Mental Demands/Physical Demands/Environmental Factors
Maintain emotional control under stress. Physical demands include: frequent standing, stooping, bending, kneeling, pushing, pulling, lifting and transferring students to and from wheelchairs, and assisting with positioning students with physical disabilities. Exposure to biological hazards.

Special Education General Employee Expectation:

The Special Education Department maintains an expectation that all staff will assume shared responsibility for the health, safety, and confidentiality of all students and adults; which may include implementing, supporting and documenting behavioral intervention strategies and/or providing school health, related, and personal care services.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

The Frisco Independent School District is an equal opportunity employer and does not discriminate against applicants or employees because of race, national origin, gender, age, religion, or disability status of otherwise qualified individuals. FISD does not discriminate on the basis of membership or application for membership in the uniformed services.

Last review/revision date: 3/8/23