DLC Support Teacher

The DLC Support Teacher will play a critical role in supporting students with developmental and behavioral disabilities within a school-wide intervention system. This position will work collaboratively with special education teachers to provide inclusionary activities that allow students to access their least restrictive environment across the school day, while aligning age-appropriate learning standards within the special education setting.

• Implement a positive educational approach by providing a safe, positive, and effective environment that reflects and facilitates learning.
• Implement a multi-tiered system of support for behavior and academics within the classroom.
• Work cooperatively with others in achieving common goals, supporting Professional Learning Communities.
• Perform teaching responsibilities and accountability procedures as required by the Individuals With Disabilities Education Act and Washington State Special Education Law.
• Support in developing, implementing, and reviewing the Individualized Education Program (IEP) and related services, accommodations, and modifications as required by state and federal law for students who qualify for special education services.
• Provide for large and small group individualized instruction in order to address the academic and behavioral needs of each individual student.
• Provide individualized academic plans based on a student's most critical needs.
• Provide and ensure opportunities for students to self-reflect and track progress toward behavior learning goals.
• Support in progress monitoring by using approved, research-based tools for each goal area and report progress as required by law and district expectations and as stated in the students' IEPs.
• Support and/or monitor as assigned the implementation of IEPs, including school-wide implementation of modification/accommodations and progress toward goals and objectives.
• Utilize support staff as part of a team specifically in working with students who face academic and behavior challenges.
• Support training, management, direction, and support to team members assisting students facing behavior challenges.
• Support in the development, implementation, monitoring, and adjust behavior intervention plans for students according to results from functional behavior assessments (FBAs) and in collaboration with the school team (special education team or general school leadership team).
• Establish and communicate clear objectives for all intervention strategies and techniques, including communicating information on student progress.
• Establish and communicate clear objectives for all learning activities.
• Provide and/or arrange for the successful transition of students to multiple general education settings.
• Facilitate and assist school staff in the systematic use of crisis intervention strategies and techniques, including crisis cycle, de-escalation, emergency response, escorting, and restraint.
• Work within a school-wide system to provide behavioral support and coaching to students and staff.
• Participate in MTSS/Tier III intervention team meetings.
• When properly endorsed, may act as a case manager for the IEP, partnering with parents and working closely with the building team.
• Regularly engage students, families, and staff in conversations in regard to progress relative to individualized achievement plans.
• Coordinate and collaborate on necessary academic and nonacademic interventions for each student, working in collaboration with teachers, administrators, case managers, and counselors.
• Closely monitor student data and provide proactive and preventative support triggered by data.
• Develop goals in collaboration with students and staff based on data analysis.
• Build relationships with students in need of behavioral and academic support and increase their feeling of belonging within the school.
• Monitors student credits, graduation pathways, and high school and beyond plans for students in our behavioral program.
• Perform other duties as assigned by administrators of the Mead School District.

• Washington State teaching certificate in General Education or Special Education and with appropriate endorsement/s as required by law and regulation, or ability to obtain said Washington State teaching certificate.
• Ability to articulate and implement Washington State Standards for the relevant content area.
• Cultural Competency; ability to effectively work with diverse populations.

• Exhibits the ability to build a positive learning environment, including modeling respect and honoring the dignity of all students, staff, and parents.
• Demonstrates effective classroom management procedures that provide for large and small groups and individuals in an environment conducive to learning.
• Demonstrates knowledge and application of current technology with a multimedia approach to instruction and management of instruction.
• Demonstrates comprehensive content knowledge as it relates to state standards.
• Demonstrates the ability to work collaboratively with a team, contributing in a positive way.
• Demonstrates ability to develop and implement appropriate positive behavior interventions for students.
• Demonstrates understanding of the essential components within state and federal laws as they apply to Special Education, 504 Plans, and General Education.
• Experience managing Special Education caseload (if endorsed in Special Education only).
• Demonstrates concise and effective written and oral communication.
• Demonstrates proficiency in designing and implementing plans for students with significant social delays, autism, or other behavior challenges within a variety of settings, including general education and special education.
• Demonstrates knowledge of effective learning strategies, legal trends, and best practices in General Education and Special Education.
• Demonstrates ability to work successfully with students, with staff, and multicultural community.
• Demonstrates interest in and evidence of continued personal and professional growth.
• Exhibits a commitment to ongoing professional learning, including the ability to develop professionally in areas of the school and district focus.
• Experience with MTSS/RTI.
• Knowledge of Best Practices around Inclusion.

• Experience in differentiating instruction for students with disabilities.
• Experience working with students with a variety of disabilities, including developmental, behavioral, and medical.
• Experience in PBIS.
• Direct instruction, data collection, behavior management, analysis skills, and classroom experience with disabilities, preferred.
• Formal training in de-escalation or restraint or commitment to complete the training within 6 weeks of hire (provided by the district).
• Willingness to work with outside agencies to provide student and family support.

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.

A person working in this position will exert 35 to 50 pounds of force occasionally, and/or 25 to 50 pounds of force frequently, and/or up to 10 pounds of force constantly while carrying, pushing, and/or pulling to move objects.

The employee must occasionally lift and/or move up to 50 pounds.

While performing the duties of this job, the employee is frequently required to stand; walk; sit; some stooping, kneeling, and/or crouching; and significant fine finger dexterity.

The employee may also be required to work at elevated heights and climb ladders.

The job is performed under conditions with exposure to risk of injury and/or ordinary infectious diseases carried by students.

Feeding, toileting, and assisting with student mobility are included in this position once trained by the district.