Special Day Class Teacher

SUMMARY OF POSITION: Under the direction of the assigned administrator, provides an educational program for the special day class student encompassing basic learning skills, basic subject skills, social competence, and emotional security commensurate with the emotional, physical, and intellectual development of the pupil. Serves as the case manager for students assigned to his/her classroom. The activities of a case manager are varied depending on the site, the program, and grade level(s) of students involved. Performs other related services as assigned.

 MINIMUM QUALIFICATIONS – EDUCATION AND/OR TRAINING: Possession of a valid California teaching credential required for specific special education area. 

DESIRABLE QUALIFICATIONS-EDUCATIONAND/OR TRAINING: 1. Previous teaching or student teaching experience in special education. 2. Highly qualified under No Child Left Behind legislation. 3. English Learner Certification. 

SKILLS AND ABILITIES: 1. Possesses knowledge of, and adherence to, current state and federal laws governing special education and adherence to those laws. 2. Maintains professional confidentiality and work collaboratively with peers. 3. Works with District personnel and the general public in a pleasant and cooperative manner. 4. Communicates effectively orally and in writing.

 ESSENTIAL FUNCTIONS: 1. Assists in the identification of student’s individual needs through assessment. 2. Provides direct instruction to special education students, as designated in the Individualized Education Program (IEP). 3. Assures adherence to current state and federal laws governing special education. Special Day Class Teacher (SDC-Mild/Moderate) Page 2 of 3 4. Evaluates student progress, maintains necessary records indicating student performance and attendance, and recommends revisions of the IEP when appropriate. This includes grades, progress reports, and benchmark documentation of goals and objectives cited in students’ IEP’s. 5. Arranges and coordinates initial, annual, review, transfer-in, and triennial IEPs. Oversees the application process for special day class students to register for extended school year according to timelines, as appropriate. 6. Provides results of academic achievement assessments to the school psychologist in advance of the IEP meetings so that these results can be incorporated into the written psychological report prior to the IEP team meeting. 7. Participates in the development of IEP’s utilizing mandated procedures. 8. Assists parents in understanding parent’s rights, the IEP process, assessment, etc. 9. Coordinates and consults with administrators, special education specialists, general education classroom teachers, psychologists, program specialists, other support staff, outside agencies (as identified in agreed upon IEP), and parents regarding instructional planning for special education students. 10. Supervises the special education special day class paraprofessional(s) and other District assigned personnel and contributes input to the paraprofessional’s evaluation. 11. Notifies special education department and site administrator of accurate monthly caseload numbers (caseload numbers including the names of students who are enrolled and actually attending school). 12. Provides resources (materials or paraprofessional time) to the general education classroom teacher as appropriate. 13. Assists with coordination and makes appropriate referrals for additional services as determined appropriate by IEP team. 14. Attends District and site meetings, as required. 15. Establishes and maintains standards of pupil behavior through proper control and supervision and the provision of learning activities which stimulate the interest of pupils. 16. If applicable, submits a list of each student’s District, state and other accommodations to the site’s testing coordinator. 17. Submits a list of student adds/drops, along with identifying code to the site attendance clerk as needed. 18. Provides continual supervision on an “on call” basis assigned students group as problem situations arise elsewhere in the school. 19. Participates in intra-school planning and communications by working with school administration in the development of school policy, school needs, budget development, student affairs, and other areas related to the overall educational programs, through serving on faculty council, etc., when elected or jointly chosen by staff and principal. 20. Provides individualized and small group instruction that parallels general education classroom curriculum in accordance with each student’s IEP. 21. Cooperates in developing and implementing suitable activities to improve teaching effectiveness. 22. Maintains professional competence through participation in in-service and other educational activities. 23. Performs all other functions performed by general education classroom teachers. 24. Monitors student conduct and ensures student safety while being transported as well as in and around loading areas. 25. May assist in the loading and unloading of students as well as securing students for safe transport. Special Day Class Teacher (SDC-Mild/Moderate) Page 3 of 3 26. Responds to medical emergencies and student cleanliness issues. 27. Maintains timely, regular, and consistent attendance at work. 

PHYSICAL REQUIREMENTS: 1. Stands, walks, and bends over, kneels, crouches, reaches overhead, grasps, pushes, pulls. Moves, lifts and/or carries up to 30 pounds to shoulder height. 2. Bends at the waist, kneels or crouches to assist students. 3. Repetitive use of hands (i.e., fine manipulation, simple grasping, and power grasping). 4. Demonstrates normal depth perception. 5. Sits or stands for extended periods of time. 6. Dexterity of hands and fingers to operate a computer keyboard or typewriter, operate standard office equipment, and use a telephone. 7. Sees and reads a computer screen and printed matter with or without vision aids. 8. Distinguishes colors. 9. Reads and understands rules and policies, labels, and instructions. 10. Hears and understands speech at normal levels and on the telephone. 11. Verbal communications including the ability to speak and hear at normal room levels. 

WORK ENVIRONMENT: 1. Work indoors in a standard office environment, computer lab and/or classroom environment. 2. Work is performed in indoor and outdoor environments. 3. Exposure to dust, oils, and cleaning chemicals. 4. Some exposure to childhood and other diseases in a school environment. 5. May be requested to work outside of normal workdays and office hours. 6. May be required to work in emergency situations. SPECIAL REQUIREMENTS: 1. Valid California driver’s license. 2. Maintain District-insurable driving record.