Address
Form of workPosition Type:
Intermediate Teaching
Date Posted:
3/4/2024
Location:
Deer Creek Intermediate School
Special Education Teacher
Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.
Essential Functions
Additional Duties
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Skills, Knowledge, Abilities
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
Qualifications Profile
Certification/License:
Education:
Experience:
Successful prior Special Education teaching experience for the appropriate grade level preferred.
FLSA Status: Exempt
Deer Creek Continuum of Placements Descriptions
Early Childhood Special Education Pk-3 & 4
These placements are for students who have been identified through Child Find or a Sooner Start referral. The ECSE placement is designed for students who have been identified with a disability requiring specially designed instruction as determined by the IEP team. Students may need support and instruction in the following areas: communication, social/emotional, adaptive behavior, cognitive, and motor (fine/gross motor). These classrooms are driven by educational needs, focusing on play-based learning and early school procedures.
ECSE Pk3:
ECSE PK4:
Early Childhood Special Education Inclusion
The inclusion placement is for students who have been identified through Child Find or a Sooner Start referral. The ECSE Inclusion placement is designed for students who have been identified with a mild-moderate disability requiring specially designed instruction as determined by the IEP team; however, they can readily access the Pre-K curriculum. Students may need support and instruction in the following areas: communication, social/emotional, adaptive behavior, and motor (fine/gross motor). This program is driven by educational needs, focusing on the Pre-K curriculum, play-based learning, and school procedures.
Mild (Pre-k-12)
The Mild placement is for students who are served primarily in the general education setting, focusing on a curriculum aligned with the Oklahoma Academic Standards. Service delivery types can include Monitoring, Collaboration, Co-teaching, and/or Direct Instruction.
Some students with mild disabilities may need direct instruction in an area of educational need (e.g. basic reading, reading fluency, reading comprehension, math calculation, applied/problems/concepts, written expression, etc.) provided by a Special Education Teacher in a separate Special Education classroom.
Moderate/Cognitive (K-12)
The Moderate cognitive placement is for students who often need support in all core academic classes. This program uses a specialized curriculum and supplementary aids that align with the alternate standards and alternate curriculum. Students requiring specially designed instruction (SDI) beyond what can be provided in a general education classroom may receive instruction in a Special Education setting in more than one content area.
Students served in the moderate/cognitive setting spend the majority of their day in a Special Education classroom. However, almost all students are integrated into general education for classes they are able to access effectively with support. Instruction focuses on academic skills along with the expansion of communication, behavioral, and social skills, including social communication, on-task and effective behavior, self-awareness and advocacy, self-management, and independent transitions.
Moderate/Behavior (Pre-k-12)
The moderate behavior placement is designed to address social-emotional and instructional strategies for students whose disability directly impacts emotional, behavioral, and social skills and whose behavior impedes their learning or the learning of others. This program will target undesirable behaviors and seek to replace them with more prosocial behaviors. Instructional focus in the moderate/behavior placement can include the general education curriculum. Students receiving specially designed instruction in a moderate behavior placement will have one or more behavior goals/objectives and/or a Behavior Intervention Plan.
Severe/Profound (K-12)
The severe/profound placement is designed to serve students who spend less than 40 percent of their time in the general education setting, who have significant cognitive and adaptive delays, and who are often medically fragile.
This program focuses on basic academic, functional, and life skills. Students are on the alternate diploma track - and can not access the general education curriculum even with accommodations, modifications, and supplementary aids. Instruction focuses on pre-academic skills: Learning-readiness (discrimination, 1:1 correspondence, attending), adaptive (self-care) skills, functional communication, social awareness (safety skills), behavioral, social skills, and independence. Students participate in community-based instruction and are included as appropriate in the general education curriculum and program.
The students in this program may receive a variety of support services ranging from speech and language therapy, occupational therapy, and physical therapy. Supports are based on developmentally appropriate practices that address the areas of cognition, social-emotional, motor, communication, and physical development.
Post-Secondary Transition (18-22)
The Post-Secondary Transition program aims to provide our students with a comprehensive bridge to post-secondary life. This dynamic program is tailored to meet the unique needs of each individual, helping them to develop essential life skills, build self-confidence, and make valuable connections within the community. By participating in this program, students can embark on a journey that goes beyond academics, preparing them not only for their future careers but also for life outside the classroom.
The Deer Creek Post-Secondary Transition program aims to assist students in achieving independence by acquiring adaptive skills, building confidence, and securing employment opportunities. To achieve this goal, teachers and staff of the program focus on each student's individual needs and skills, fostering growth and opportunities for them after graduation.
The Deer Creek Post-Secondary Transition program is specifically designed to help students learn independent living skills and become self-sufficient members of their community. The program offers a range of activities that take place in various community settings, including at the DCTC, local businesses, and public transportation. By participating in these activities, students can develop critical skills to navigate public transportation, manage a budget, purchase necessities, understand social settings, and follow directions. Additionally, the program provides job training tailored to each student's individual skills and interests to secure gainful employment following graduation.
Intermediate Teaching
Date Posted:
3/4/2024
Location:
Deer Creek Intermediate School
Special Education Teacher
Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.
Essential Functions
- Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.
- Participates and assists in developing Individual Educational Plans ("IEP") for students.
- Assists students and teaching staff in implementing students' IEP's and behavior management plans.
- Coordinates with outside agencies, organizations and institutions, including state and federal authorities as needed.
- Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.
- Serves as ready resource to students and parents to provide counseling that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school.
- Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships with members of institutions of higher learning and the business community.
- Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
- Encourages parental involvement in students' education and ensures effective communication with students and parents.
- Assists in the orientation of new teachers, and provides in-service training in guidance.
- Selects and requisitions appropriate books, aids and other supplies and equipment and maintains inventory records.
Additional Duties
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Skills, Knowledge, Abilities
- Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.
- Knowledge of differentiated instruction based upon student learning styles.
- Knowledge of data information systems, data analysis and the formulation of action plans.
- Knowledge of applicable federal and state laws regarding education and students.
- Ability to use computer network system and software applications as needed.
- Ability to organize and coordinate work.
- Ability to communicate effectively with students and parents.
- Ability to engage in self-evaluation with regard to performance and professional growth.
- Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments.
Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.
Qualifications Profile
Certification/License:
- Oklahoma State Certification as a Special Education Teacher.
- Motor Vehicle Operator's License or ability to provide own transportation.
Education:
- Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
Experience:
Successful prior Special Education teaching experience for the appropriate grade level preferred.
FLSA Status: Exempt
Deer Creek Continuum of Placements Descriptions
Early Childhood Special Education Pk-3 & 4
These placements are for students who have been identified through Child Find or a Sooner Start referral. The ECSE placement is designed for students who have been identified with a disability requiring specially designed instruction as determined by the IEP team. Students may need support and instruction in the following areas: communication, social/emotional, adaptive behavior, cognitive, and motor (fine/gross motor). These classrooms are driven by educational needs, focusing on play-based learning and early school procedures.
ECSE Pk3:
- am half day 8:35-11:15 M, T, Th, F and 9:35-11:35 W (late start)
- pm half day 1:15-3:25 M-F
ECSE PK4:
- Full day program
- 8:35-3:25
- Inclusion for lunch/recess as well as academics individually based.
Early Childhood Special Education Inclusion
The inclusion placement is for students who have been identified through Child Find or a Sooner Start referral. The ECSE Inclusion placement is designed for students who have been identified with a mild-moderate disability requiring specially designed instruction as determined by the IEP team; however, they can readily access the Pre-K curriculum. Students may need support and instruction in the following areas: communication, social/emotional, adaptive behavior, and motor (fine/gross motor). This program is driven by educational needs, focusing on the Pre-K curriculum, play-based learning, and school procedures.
- Full-day program 8:35-3:25 M, T, Th, F and 9:35-3:25 W (late start)
- Special Education teacher is the primary teacher
- Class population is approximately 25% students with disabilities, along with 75% without disabilities.
Mild (Pre-k-12)
The Mild placement is for students who are served primarily in the general education setting, focusing on a curriculum aligned with the Oklahoma Academic Standards. Service delivery types can include Monitoring, Collaboration, Co-teaching, and/or Direct Instruction.
Some students with mild disabilities may need direct instruction in an area of educational need (e.g. basic reading, reading fluency, reading comprehension, math calculation, applied/problems/concepts, written expression, etc.) provided by a Special Education Teacher in a separate Special Education classroom.
Moderate/Cognitive (K-12)
The Moderate cognitive placement is for students who often need support in all core academic classes. This program uses a specialized curriculum and supplementary aids that align with the alternate standards and alternate curriculum. Students requiring specially designed instruction (SDI) beyond what can be provided in a general education classroom may receive instruction in a Special Education setting in more than one content area.
Students served in the moderate/cognitive setting spend the majority of their day in a Special Education classroom. However, almost all students are integrated into general education for classes they are able to access effectively with support. Instruction focuses on academic skills along with the expansion of communication, behavioral, and social skills, including social communication, on-task and effective behavior, self-awareness and advocacy, self-management, and independent transitions.
Moderate/Behavior (Pre-k-12)
The moderate behavior placement is designed to address social-emotional and instructional strategies for students whose disability directly impacts emotional, behavioral, and social skills and whose behavior impedes their learning or the learning of others. This program will target undesirable behaviors and seek to replace them with more prosocial behaviors. Instructional focus in the moderate/behavior placement can include the general education curriculum. Students receiving specially designed instruction in a moderate behavior placement will have one or more behavior goals/objectives and/or a Behavior Intervention Plan.
Severe/Profound (K-12)
The severe/profound placement is designed to serve students who spend less than 40 percent of their time in the general education setting, who have significant cognitive and adaptive delays, and who are often medically fragile.
This program focuses on basic academic, functional, and life skills. Students are on the alternate diploma track - and can not access the general education curriculum even with accommodations, modifications, and supplementary aids. Instruction focuses on pre-academic skills: Learning-readiness (discrimination, 1:1 correspondence, attending), adaptive (self-care) skills, functional communication, social awareness (safety skills), behavioral, social skills, and independence. Students participate in community-based instruction and are included as appropriate in the general education curriculum and program.
The students in this program may receive a variety of support services ranging from speech and language therapy, occupational therapy, and physical therapy. Supports are based on developmentally appropriate practices that address the areas of cognition, social-emotional, motor, communication, and physical development.
Post-Secondary Transition (18-22)
The Post-Secondary Transition program aims to provide our students with a comprehensive bridge to post-secondary life. This dynamic program is tailored to meet the unique needs of each individual, helping them to develop essential life skills, build self-confidence, and make valuable connections within the community. By participating in this program, students can embark on a journey that goes beyond academics, preparing them not only for their future careers but also for life outside the classroom.
The Deer Creek Post-Secondary Transition program aims to assist students in achieving independence by acquiring adaptive skills, building confidence, and securing employment opportunities. To achieve this goal, teachers and staff of the program focus on each student's individual needs and skills, fostering growth and opportunities for them after graduation.
The Deer Creek Post-Secondary Transition program is specifically designed to help students learn independent living skills and become self-sufficient members of their community. The program offers a range of activities that take place in various community settings, including at the DCTC, local businesses, and public transportation. By participating in these activities, students can develop critical skills to navigate public transportation, manage a budget, purchase necessities, understand social settings, and follow directions. Additionally, the program provides job training tailored to each student's individual skills and interests to secure gainful employment following graduation.
