CONCORD COMMUNITY SCHOOLS

Job Description

JOB TITLE:               Life Skills - Moderate/Servere Disabilities Teache

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.