Work Year: 190 days

Bargaining Unit: TTEA

FLSA Status: Exempt

Salary: $48,775-$98,242

• Tigard Tualatin School District pays the 6% employee PERS contribution, upon eligibility.
• Salary rates listed are based on 2023-2024 salary schedule. Salary schedule for 2024-2025 is TBD

 

JOB TITLE: Learning Specialist – Special Education Facilitator

IMMEDIATE SUPERVISOR:  Building Principal

FTE: - 1.0

 

 

GENERAL DUTIES SUMMARY:

Performs a variety of direct and indirect services to ensure provision of a free appropriate public education to students with disabilities. Work directly with students, school staff, building and district administrators to meet the educational goals of the district.

 

ESSENTIAL DUTIES & RESPONSIBILITIES:

To perform this job successfully, an individual must be able to perform the following requirements and responsibilities satisfactorily. However, any one employee may not perform all duties listed and examples may not cover all duties an employee is expected to perform. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential requirements and responsibilities of the position

• Administer criterion referenced tests for the purpose of daily tracking or programming
• Experience with Multi-Tiered Systems of Support
• Design and implement educational programs (i.e., language, motor, academic and physical Ed. programs) that meet the requirements of State and Federal law
• Conduct evaluations and analyze data and participate in eligibility decision making
• Design and implement behavioral programs
• Effectively design and implement instructional programs both directly and through Instructional Assistants, Learning Specialists and classroom teachers.

 

Schedule, coordinate and monitor student programs

• Design and implement student routines related to self-help including but limited to; feeding, toileting, and mobility
• Consult with staff and parents on methods and materials as well as IEPs
• Maintain confidential files
• Escort and monitor students in and out of classroom including but not limited to; playgrounds, cafeteria, buses, restrooms, field trips
• Collect data regarding students’ goals for IEPs (Individual Education Plans)
• Schedule, coordinate and monitor student programs and complete work within established time lines
• Communicate with appropriate student age group requiring the exercise of both empathetic and disciplinarian approaches
• Follows District standards including reporting concerns, abuse and infractions of student

 

QUALIFICATIONS

The essential qualifications of the position are listed below. They include the requisite skill, experience and education for the assignments in this classification. The qualifications listed below are representative of the knowledge/skill and ability required. Reasonable accommodations may be made to enable an individual with disabilities to perform the duties and responsibilities of this position.

 

• Experience in mentoring, cognitive coaching or equivalent desired
• Work with a variety of students
• Training, experience with PBIS, classroom management and behavior interventions
• Strong background in functional behavior planning/support required
• Spanish speaker preferred
• Experience in various managerial and instructional methodologies
• Good oral and written communication skills
• Demonstrated leadership abilities
• Understanding of current education theory, practice and current trends
• Knowledge and experience in instructional strategies
• Effectively deal with students and parents in often difficult circumstances
• Perform the essential functions of the job
• Conducts conferences and communicates with parents as necessary
• Works effectively and collaborates with the building administrator and work team or grade level
• Educate staff regarding referrals process and characteristics of disabling situations as well as the requirements of student IEPs
• Conduct evaluations and analyze data
• Maintain a confidential, non-preferential, non-judgmental manner towards the students, staff, and program
• Develop and maintain effective working relationships with supervisor, staff, and general public
• Spelling, punctuation, capitalization, word usage, and sentence construction of the English language as necessary to detect and correct basic errors in prepared materials
• Demonstrates effective classroom management techniques
• Understands and complies with Oregon Teacher's Standards of Competent and Ethical Performance
• Demonstrate mental acuity, processing skills, and long and short-term memory to track and meet deadlines and responsibilities
• Teaches classes following District approved curriculum

 

CERTIFICATES, LICENSES, REGISTRATIONS

• Valid Oregon Teaching License
• Special Education Endorsement, Elementary
• Other certifications/trainings as required to execute the Essential Functions and Duties and Responsibilities for this position (i.e., blood sugar testing, bee sting, dispensing of prescription medication)

 

Language and Math Skills

• Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents.
• Ability to respond to common inquiries or complaints from students, patrons, regulatory agencies, or members of the business community.
• Communicate with high needs students in a manner that reflects a consistent, positive, nurturing, attitude is required
• Ability to analyze and synthesize information in student reports
• Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

 

Reasoning Ability

• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

 

WORKING CONDITIONS:

• Jobs in this classification are physically active positions that perform duties both inside and outside including exposure to inclement weather.
• Noise level can be normal to high. Students may demonstrate uncontrollable anger and volatile behavior and may be extremely handicapped.
• Employees are frequently to constantly exposed to blood and bodily fluids including but not limited to; spitting, feeding, changing, biting, body secretions (nasal, menstrual blood, feces, urine, etc.), testing blood sugar/ketones with a diabetic child catheterized student.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Sensory

 

• See near and far (i.e., constant observation of students)
• Discriminate colors (i.e., teaching colors)
• Hear sufficiently to perform the duties and responsibilities (i.e., understand speech which may be difficult to understand, listening for distress signals)

 

Strength

• Medium lifting occurs occasionally (20-50 lbs.)
• Lifting occurs frequently (0-20 lbs.)
• There is occasional light to medium carrying of supplies and equipment
• Pulling/pushing as needed (i.e., wheel chair, open/close doors, student restraints, defiant student, gait trainer and stander)

 

      Flexibility

• Crawling, kneeling, climbing, cramped spaces and repeated bending occurs occasionally to frequently in the course of a day (i.e., toileting, loading bus, machinery control,

working on same level as student, picking up trash, assisting student in bathroom)

 

 

 

 

 Coordination/Movement

• Balance upper body and hand/wrist movement occur often to frequent in the course of a day (i.e., assist with student balance, coordination in movement, writing, grabbing, keyboards, reaching, stretching)

 

Chemicals/Hazards

• Occasional use of household cleaning type chemicals (i.e., bleach)
• Occasional use of glues
• Constant exposure to blood and body fluids (i.e., spitting, feeding, changing, biting)
• Exposure to bees, pollens, head lice may occur occasionally to frequently

 

DRESS CODE

This dress code is not a Personal Protection Equipment statement. PPE is addressed specifically for certain tasks and is the responsibility of the supervisor to instruction employee. This dress code covers the personal dress of the employee in this position.

• All employees will wear school appropriate work dress
• Dress may need to be adjusted to specific students: e.g. If student grabs or pulls, hair may need to be put up; jewelry may need to be limited. If bodily fluids are present, over shirts or smocks and gloves may be required. If student runs or requires movement from sitting to floor, looser clothes or pants may be required.

 

EVALUATION

Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and TTEA

 

TERMS OF EMPLOYMENT

Terms and conditions of employment are established by the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and TTEA.

 

This job description is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position.  While it is intended to accurately reflect the position’s activities and requirements, the administration reserves the right to modify, add or remove duties and assign duties as necessary that still reflect the essential functions of the department.