CONCORD COMMUNITY SCHOOLS

Job Description

JOB TITLE: Life Skills (Moderate to Severe Disabilities) Teacher of Record

TYPE OF POSITION: Certified

REPORTS TO: Building Principal, Director of Exceptional Learners                                                                                                                                            

POSITION PURPOSE: Provides specialized instruction, behavioral support, and functional skill

development for students with moderate to severe disabilities in order to maximize independence,

communication, social-emotional growth, academic achievement, and successful participation in

school and community environments. Ensures that students receive individualized, meaningful, and

legally compliant services aligned with their Individualized Education Programs (IEPs), while fostering

dignity, safety, inclusion, and high expectations for all learners.

ESSENTIAL FUNCTIONS: To perform this job successfully, an individual must be able to perform

each essential function satisfactorily.

● Serve as the Teacher of Record for assigned students and ensure full compliance with

IDEA, Article 7, and all district policies.

● Develop, implement, and monitor Individualized Education Programs (IEPs) that include

present levels, measurable goals, accommodations, modifications, transition supports,

communication systems, behavioral supports, and progress-monitoring expectations.

● Deliver individualized and small-group instruction focused on functional academics,

communication, adaptive behavior, social-emotional skills, vocational readiness,

community access, daily living skills, and independence.

● Utilize evidence-based instructional strategies and specialized supports for students with

significant cognitive, communication, behavioral, developmental, and physical needs.

● Implement and support augmentative and alternative communication (AAC) systems,

visual supports, sensory supports, and assistive technology as appropriate.

● Maintain a structured, safe, predictable, and supportive classroom environment that

prioritizes student dignity, regulation, engagement, and independence.

● Implement behavior-support strategies aligned with functional behavioral assessments

(FBA), behavior intervention plans (BIP), and trauma-informed practices.

● Collaborate closely with general education teachers, therapists, paraprofessionals,

school psychologists, nurses, transportation staff, and families to ensure cohesive and

effective student support.

● Support inclusion opportunities and meaningful participation in school activities and

general education environments whenever appropriate.

● Supervise and support paraprofessionals through modeling, coaching, scheduling, and

clarity of instructional and behavioral expectations.

● Collect, analyze, and report student progress-monitoring data while maintaining accurate

records required for IEP implementation and legal compliance.

● Assist students with functional routines and daily living activities as needed, which may

include feeding, toileting, mobility support, hygiene, and personal care in accordance with

student plans and district procedures.

● Participate in and help lead case conferences, transition planning meetings, and

multidisciplinary team discussions.

● Coordinate transition planning and community-based learning opportunities for students

preparing for postsecondary life, employment, and adult services.

● Participate in staff meetings, professional development, crisis intervention training, and

compliance training as required.

● Other duties as assigned.

QUALIFICATIONS:

● Valid Indiana teaching license in Special Education (e.g. Exceptional Needs: Intense

Intervention, Any Exceptional Needs Licensing covering PK-12).

● Demonstrated knowledge of IDEA, Article 7, IEP development, behavior-support frameworks,

and instructional strategies for students with moderate to severe disabilities.

● Knowledge of functional curriculum development, transition planning, adaptive skills

instruction, and assistive technology supports.

● Strong communication skills, collaboration skills, organizational skills, and problem-solving

abilities.

● Ability to supervise paraprofessionals and work effectively as part of a multidisciplinary team.

● CPR/AED certification and completion of required state mandated trainings.

● Preferred: CPI, Safety Care, or comparable de-escalation/crisis intervention training.

● Preferred: completion of the Science of Reading training necessary for educators licensed in

Special Education.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must

be met by an employee to successfully perform the essential functions of this job. Reasonable

accommodations may be made to enable individuals with disabilities to perform the essential

functions.

● Ability to move about school buildings and occasionally lift up to 100 pounds.

● Willingness and ability to properly care for the toileting and health needs of students in

this classroom environment.

● Sufficient vision, hearing, and speech to conduct assessments and communicate

effectively.

● Frequent use of hands for typing, writing, and test administration.

● Work is primarily in a school setting with moderate noise; some travel between schools

may be required.

● Reasonable accommodations may be made to enable individuals with disabilities to

perform the essential functions.

WORK ENVIRONMENT: The work environment characteristics described here are representative of

those an employee encounters while performing the essential functions of this job. Reasonable

accommodations may be made to enable individuals with disabilities to perform the essential

functions.

● The noise level in the work environment is usually moderate.

● There are no environmental hazards indicated for this position.

TERMS: Length of year and salary to be determined by the School Board.

EVALUATION: Evaluation of performance on this job will be in accordance with the provisions in the

policy handbook.