- This posting will close at 5:00 pm on Friday, June 2, 2017
- Location: Joseph Gale Elementary School
- FTE: 1.0
- Start date: August 23, 2017
- Special Education endorsement required
- Bilingual (English/Spanish) preferred
- To apply for this position, go to https://fgsd.tedk12.com/hire/Index.aspx
Job Title: PALS PROGRAM FACILITATOR - SPECIAL EDUCATION - ELEMENTARY
Department: SPECIAL EDUCATION
POSITION SUMMARY
The Special Education Facilitator for the PALS (Positive Alternative Learning Supports) program promotes and develops successful learning for students who are eligible for IDEA services, manages an assigned caseload, maintains regular communication with those students, their parents, and appropriate staff members, and is responsible for development, revision and implementation of IEPs. Additionally, the Special Education Facilitator for PALS is responsible for delivering, monitoring and supporting instruction of students in a variety of learning environments and collaborating with general education teachers to allow for meaningful inclusion in the mainstream classroom. The PALS Facilitator reports to the Director of Special Education and/or Designated Administrator and does not supervise any employees.
The Facilitator for the PALS program is responsible for creating a contained structured learning environment for students in grades k-6 who, due to a variety of developmental delays, require a high level of instructional and behavioral support to build independence across school settings. The Facilitator for the PALS program is responsible for developing specially designed instruction for students in this self-contained setting to be delivered to individual students as well as within small and large groups. As the need for a self-contained PALS program changes from year to year, due to shifts in student needs and population, the Facilitator for the PALS program may shift their role to supporting students’ access to mainstream settings and oversee the necessary instructional supports required to allow students to successfully access their general education classrooms.
ESSENTIAL RESPONSIBILITIES
Develop and write specific programs and schedules for special education students including in the regular classroom. Support the regular classroom and special education staff in the development of the student’s Individualized Education Plan.
Consult with and support classroom teachers and assistants in carrying out and modifying programs and data collection systems. Provide necessary training to staff in the instruction and managing of special education students.
Work with other specialists (SLP, motor team, Behavior Specialist) to develop appropriate services. Help classroom staff implement these services.
Complete environmental inventories to ensure special education students have necessary conditions in the neighborhood school to meet their special education needs, including equipment and room arrangements.
Create structured learning environments within a resource room designed to maximize students’ ability to independently transition between settings.
Plan and implement service delivery models including individual and small group and classroom settings.
Create an environment and provide instruction which engages students and enhances learning.
Complete IDEA paperwork required in specified time and manner for students on caseload.
Implement curriculum to meet the needs of students’ Individualized Education Plan.
Implement a program approved classroom monitoring system, i.e., providing an environment where students learn lagging skills, with a particular focus on skills needed to be Safe, Respectful and Responsible.
Communicate expectations, monitor and reinforce student behavior positively to facilitate learning.
Develop and implement behavior plans as aligned with program model.
Plan and lead experiential learning for students to reinforce program skills curricula.
Provide direct instruction, assistance, and professional guidance to classroom instructional staff and support staff.
Work with specialists to provide each student with full range of needed services.
Maintain open communication with students, parents, and home school personnel by devising a regular system for communication.
Treat students with courtesy, personal dignity, confidentiality, and advocates for their needs.
Demonstrate knowledge and skill in implementing Collaborative Problem Solving.
Meet with staff in team meetings to formulate intervention strategies to address student needs.
Maintain weekly lesson plan schedule for students.
Understand and adheres to all mandatory reporting laws and reports to administrator (or designated substitute) all suspicions of potential abuse, neglect, self-harm and/or endangerment of others,
Provide therapeutic de-escalation, crisis management and physical intervention, according to OIS training, as needed to maintain safety of the program.
Maintain consistent and predictable attendance to meet the requirements of the position.
Perform other duties as assigned.
MINIMUM QUALIFICATIONS
Oregon Teaching License with Handicapped Learner Endorsement for elementary school
Extensive knowledge and ability to fulfill IDEA requirements
Knowledge of and experience working with students with developmental disabilities
Experience and training in delivering direct instruction, behavioral and academic programs for students on the autism spectrum
Experience in designing and implementing functional routines with embedded communicative opportunities for students with developmental disabilities
Knowledge and training in Special Education law and best practice
Knowledge and experience developing and implementing behavior intervention plans, communications systems and implementing positive behavior supports.
Specific training in and experience with structured teaching methodologies is preferred (e.g. PRT, DT, Structured TEACCH, DI programs, PECS and functional routines).
Ability to provide a structured and consistent behaviorally supportive environment that allows for student success related to their IEP goals and objectives
An understanding of grade-level curriculum and instructional techniques that will promote successful academic growth for individuals with disabilities
Experience in coordinating, supporting and instructing multiple classified staff members.
Knowledge and training in Collaborative Problem Solving and experience with implementation in a public school setting
Ability to problem-solve ongoing instructional challenges, give clear direction to staff and students, as well as provide programmatic material and guidance to students and staff
Ability to effectively work and communicate with students, parents and school personnel from diverse cultures or backgrounds in English, Spanish, or other languages related to the job
Computer Skills: General MS Windows and word-processing skills
Maintain integrity of confidential information relating to students, staff or district patrons; ability to maintain accurate and complete records.
Effectively communicate and collaborate with individuals having educational, behavioral, and mental health needs, their families, service providers, and program personnel
Relate to students with mutual respect while carrying out a positive and effective program; ability to work affably with others
Work as a team member, communicates effectively both orally and in writing
Physical Demands: While performing the duties of this job, the employee is frequently required to bend, reach, twist, stoop, kneel, pivot and crouch. The employee must be able to occasionally lift up to 40 pounds. The employee must have the ability to perform physical management techniques on children. Regular attendance is a necessary and essential function.
WORKPLACE EXPECTATIONS
Work effectively with and respond to people from diverse cultures or background
Demonstrate professionalism and appropriate judgment in behavior, speech, and dress in a neat, clean, and appropriate professional manner for the assignment and work setting
Confer regularly with immediate supervisor
Follow all district policies, work procedures, and reasonable requests by proper authority
WORK ENVIRONMENT
While performing the duties of this position, the employee may be required to physically interact with students who are aggressive, emotional and/or unpredictable in their reactions. The employee may be exposed to outside weather conditions. The noise level in the work environment is usually moderate, but occasionally may be very loud. The work environment may be fast paced and emotionally demanding.
The Forest Grove School District is an equal opportunity employer and provides services to the public on an equal opportunity basis and does not discriminate in employment or the provision of public services on the basis of race, color, religion, sex, national origin, age, disability, political affiliation or belief, citizenship or marital status.
