Salary: Currently $49,638.36-$92,138.12 (DOE), Plus Sped Stipend (currently $1240.73), still being negotiated for 2025-2026.
Additional Annual Stipend: Currently $7710.81 (16% OF BASE), still being negotiated for 2025-2026.
Insurance: Generous Health, dental, and vision contribution from the district, currently up to $2202 (based upon family coverage), prorated based upon FTE, TBD for 2025-2026.
PERS Retirement: The district assumes and pays the 6% average employee contribution to the Oregon PERS system.
Benefits to working at KFCS:
Klamath Falls offers an outstanding array of natural and cultural wonders. Just sixty miles south of Crater Lake, and seventy miles north of Mt. Shasta, south-central Oregon is unsurpassed for beauty and diversity of activities. The area offers a variety of outdoor recreation such as cross-country skiing, golfing, fishing, hunting, and canoeing. It is known for its splendid bird watching and is the home of the highest concentrations of bald eagles in the Pacific Northwest.
Student loan forgiveness for those who qualify.
Teacher mentoring program for teachers new to the profession.
Opportunity to work with a diverse student population.
District-supported child care is available.
Work in a highly supportive environment
Access to classroom technology including interactive white board, document cameras, and chromebooks
Ongoing Professional Development opportunities
Schedule:190 Days + 3 days new teacher in-service
Klamath Falls City School District is seeking an elementary special education to work in our district's Positive Approach to Student Success (PASS) Program. This position serves as behavior support for students in grades K-5 who are not successful in a typical classroom due to social, emotional or behavioral regulation. The primary purpose of the position is to cultivate and promote a safe, learning-centered school environment by encouraging positive student behaviors, supporting the classroom teacher in student behavior management, fostering a culture of high expectations for all students, and building positive partnerships with families. This position will work closely with the teacher and support personnel in the development and implementation of individual and group interventions with the overarching goal to meet the goals established for students. This position reports directly to the building principal and Director of Special Services.
Essential Job Responsibilities:
Provide classroom behavior support at the designated location and time for the position.
Work with recommendations and support plans provided by the district BCBA and behavior teams.
Participate in, coordinate, and conduct activities that contribute to the effective operation of the counseling program and school.
Refer students and families to appropriate program specialists or community agencies.
Assist in developing, modeling, and implementing interventions from behavior plans and functional behavior assessments.
Intervene in occurrences of inappropriate behavior of students for the purpose of assisting students in modifying such behavior and developing successful interpersonal skills.
Possesses excellent interpersonal skills, effective oral and written communication skills, the ability to handle emotionally charged situations, and a basic understanding of educational curriculum and instructional methods.
Model discipline-specific habits of thinking and ways of communicating.
Empower students to assess their own learning in relation to the learning target.
Assess student's social needs (e.g. behavioral, motor development, communication, etc.) and academic needs (e.g. developmental level, vocational abilities, etc.) for the purpose of evaluating student learning and support requirements, placement and success of the special education program.
Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school.
Schedules and manages the activities of paraprofessionals. Delegates duties to support personnel, and monitors effectiveness, providing direction and training as needed.
Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community.
Advise parents and/or legal guardians of student progress for the purpose of supporting teacher's expectations and/or developing methods for improvement.
Ensure required timelines, processes and procedures, documentation and student record requirements are followed according to district policy and state law
Report incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, district and/or school policies
Ensure compliance with student confidentiality in verbal, written, electronic, and filing/organizational strategies.
Experience:
Training (or willingness to be trained) to be a member of the district crisis prevention team.
Training (or willingness to be trained) in how to read, model, and implement behavior support plans and functional behavior assessments.
Experience in teaching students with behavioral/emotional needs.
Knowledge and experience with alternative learning methods.
Licensure:
Hold or qualify for an Oregon Teaching License through Teacher Standards and Practices (TSPC) Commission with a Special Education Endorsement; or, have the ability to hold licensure thorugh TSPC and obtain an endorsment in Special Educaiton.
Work Year:
190 day work year beginning August 18, 2025 for new hires or August 25, 2025 for current KFCS staff.
Pre-employment requirements:
Employment for this position is contingent on clearance of the following:
__X__ Background Investigation
The district prohibits discrimination and harassment on any basis protected by law, including but not limited to, an individual’s perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans’ status, or because of the perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans’ status of any other persons with whom the individual associates.
