For the 2024-2025 School Year

　　POSITION TITLE: Special Education Instructional Coach

　　LOCATION:District-wide position

　　REPORT TO: Director of Special Services

　　Licensure: Iowa License with Strat I or Strat II

　　Admin License preferred or in the process

　　SUMMARY: The Special Education Instructional Coach will work as a colleague with special education teachers to support student academic/behavioral needs. The Special Education Instructional Coach will focus on individual and group professional development that will expand and refine the understanding about effective instructional practices. In order to meet this purpose, the Special Education Instructional Coach will provide personalized support that is based on the goals and identified needs of the individual teachers and students.

　　ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

　　Support the philosophy and vision of CCA School District and CCA TLC system, and the Iowa Department of Education Teacher Leadership System.Teach, model, and facilitate research-based best practices of FBA/BIP design, data analysis (fidelity check), IEP goal writing in ACHIEVE, and instructional practices.Provide specific integration and differentiation strategies using Social Thinking that enable teachers to meet the needs of all learners.Provide professional development on the practices of ABC Data Collecting, FBA/BIP Design, and effective implementation of Specially Designed Instruction.Network with other instructional coaches and participate fully in ongoing professional development to extend instructional and behavioral competencies.Evaluate student behavior performance and assist with placing students in the appropriate intervention and support service.Maintain a high degree of visibility in assigned schools.Serve as a continuous resource to local educators, teachers, and administrators.Pursue further personal/professional growth as a PLC team member.Possess an understanding of when to contact administrators regarding issues of safety/ethics involving students in classroom observed.Support teachers' achievements of goals by using coaching strategies that gradually release responsibility for implementing instructional practices to the teacher.Special Education Coach Priorities:

　　Objective # 1: Support Level 3 BD and ID Programs and IEP students with behavior plans

　　Teach, model, and facilitate research-based best practices of FBA/BIP design, data analysis (fidelity check).Big picture overview: data tools, file review, ICEL,Determining function of the behaviorAlignment of function of behavior to the FBA/BIPProvide support to teachers in Diagnosing, Designing, and Delivering Specially Designed Instruction that meets the needs of all learners.Develop SDI Big Rock Evidence of PracticeProvide professional development on the practices of ABC Data Collecting, FBA/BIP Design, and effective implementation of Specially Designed Instruction.Provide support at the PLC level.Objective # 2 Support Instructional Coaches with systematic behavior supports in the general education classroom

　　Network with other instructional coaches and participate fully in ongoing professional development to extend behavioral competencies.```{=html}

　　```- Evaluate student behavior performance and assist with placing students in the appropriate intervention and support service.

　　ESSENTIAL FUNCTIONS:

　　To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

　　LANGUAGE SKILLS:

　　Ability to read, analyze, interpret, and implement ideas c ntained in technical documents, assessment data, professional journals and regulations. Ability to effectively write reports and communications to students, colleagues, parents and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students. Ability to assist students in the areas of language and literacy.

　　MATHEMATICAL SKILLS:

　　Ability to perform basic mathematical functions such as addition, subtraction, multiplication, division, percentages, decimals and fractions. Ability to assist students in implementing these mathematical concepts.

　　REASONING ABILITY:

　　Ability to solve problems effectively. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

　　REQUIRED DISPOSITIONS:

　　Believes that all children can attain high levels of learning.Takes responsibility for the learning of students and his/her own performance.Possesses the knowledge and skills to build effective educational experiences that benefit all children.Applies the principles of continuous improvement through the use of quality tools and processes.Functions as an effective member of the educational/school team.Won't shy from today's educational challenges.Utilizes effective interpersonal skills.Has a track record of success.Works with great integrity.Regular and prompt attendance.OTHER SKILLS and ABILITIES:

　　Ability to apply knowledge of current research as it relates to the support of the Educational Goals of the District. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.

　　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.

　　While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

　　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 quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The