Purpose: The purpose of this position is to develop and implement programs to remediate behavior and social problems for students eligible for emotionally/behaviorally disturbed, intellectually disabled, and autism spectrum disorders program. This position will also assist in the development and implementation of behavior intervention plans for general education students, as part of a team. This position will serve as a consultant to school personnel and parents of these students. Emotionally- behaviorally disabled and intellectually disabled students with severe disruptive behaviors in less restrictive settings are also eligible for these services. This position will also be responsible for coaching and implementation of behavior curriculum.
FTE: 1.0
FLSA Status: Licensed - Professional
Contract Status: Regular/Probationary
Start Date: 2025/2026 School Year
Calendar: 191 Work Days
Salary: $52,980. - $99,204. with benefits, prorated according to FTE, Salary based on full-time status
Retirement Contribution: Corvallis School District participates in the Oregon Public Employee Retirement System (PERS and OPSRP) on behalf of its employees. Upon eligibility, the district contributes 6% of an employee’s salary to their Individual Account Program (IAP). Eligibility is defined as working at least six full calendar months in a qualifying position. Part-time employees working at least six months and 600 hours in a calendar year will qualify.
Notes: .
Position is open until filled with earliest review date May 19th, 2025.
Elementary or sped endorsement desired
The focus of this position is on SEL and Behavior
Please apply at: https://www.applitrack.com/corvallis/onlineapp/JobPostings/view.asp?From...
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Meets the standards of Competent and Ethical Performance as outlined in Oregon Administrative Rules (OAR 584-020-000 to 584-020-045). The following are examples of principle duties; however, any one position may not cover all duties listed and examples may not cover all duties an employee is expected to perform.
Create and model a respectful learning environment.
Effectively work with and respond to people from diverse cultures or backgrounds.
Design programs for students that are consistent with the total educational philosophy of the district
Work as a team member in the development and implementation of inclusive strategies.
Collaborate with general education and special education teachers, school administration, and
Student Services special education administration in planning and developing the special education program
Participate as a team member in referring those students who require further evaluation or followup services to the appropriate school personnel or community agencies.
Participation as a team member in the identification of social/behavioral problems
Design, implement, and monitor progress of behavioral management programs for students to remediate behavioral and social problems
Participate in the development of the individual education programs for the students
Participate as a team member in the evaluation of student progress
Provide individual and group skills training to the students on a regular basis to include socialization activities (e.g., social skills training, anger management etc.)
Develop and maintain psychosocial and behavioral data on the students
Assist other professionals with student crisis intervention
Plan and confer with the classroom teacher of students, as requested, concerning behavioral, social, or personal problems affecting the students
Develop and conduct in-service activities regarding techniques for remediation of behavioral, social, or personal problems of students
Assist the teacher of the students with development of crisis prevention plans
Provide training for educational assistants with the programs in the areas of behavior management skills and effective education.
Assist in developing and maintaining home-school relations in crisis situations with students
Assist parents in locating and obtaining community resources which are available to the students and their families
Update and maintain information concerning parent training
Assist with the development and maintenance of program evaluation procedures
Assist with case-management and team problem-solving with other behavioral specialists, other district staff, agency personnel, and other appropriate professionals on a regular basis
Collaborate with school staff to develop and implement behavior support plans and to monitor student progress toward goals of positive behavior.
Manage time to complete required special education paperwork in a timely fashion.
Observe special education processes and requirements including progress reporting, data collection, and other procedural work.
Maintain accurate, complete and confidential records as required by law and district policy and administrative regulations.
Work as part of the school team to fully implement Response to Intervention (RTI).
Establish and maintain open lines of communication with school staff and with parents/guardians concerning academic and behavioral progress of students.
Assist school staff and administration in implementing all policies and/or rules governing student conduct, reinforce individual school’s plan for positive behavior support, develop reasonable rules for classroom behavior and utilize effective, proactive behavior management skills in all school settings.
Assume responsibility for assigned duties, e.g., playground, lunchroom duty.
Utilize technology as related to job responsibilities.
Reflect upon own teaching performance and accept and implement supervisory feedback to improve skills and services to students.
Take primary responsibility for pursuing and evaluating own professional growth.
Attend and participate in Special Education and building staff meetings, and district inservice meetings.
Participate in activities that are related to school functions and/or the education process that occur outside the regular workday, in accordance with the collective bargaining agreement.
Work collaboratively with school personnel in meeting diverse social and academic needs of students.
Perform other duties as assigned.
QUALIFICATIONS: 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 accommodations may be made to enable individuals with disabilities to perform the essential functions.
Valid Oregon teacher’s license with appropriate special education endorsement and grade level authorization. Must be highly qualified or able to become highly qualified in area assigned according to NCLB laws.
Experience with and knowledge of students with a wide range of disabilities.
Knowledge of state and federal special education regulations and procedures with regard to referral, identification, evaluation, placement and provision of a free, appropriate education.
Experience with Positive Behavior Support Systems and Functional Behavior
Assessment/Functional Behavior Analysis.
Familiarity with a variety of instructional, assessment and behavior management strategies that reflect current research on best practices.
Experience in the development and implementation of Behavior Intervention Plans, classroom management systems, progress monitoring systems and reinforcement systems.
Experience in data collection and data analysis
Ability to develop and provide training related to effective emotionally-behaviorally disabled practices in all school settings
Ability to effectively lead/facilitate group processes
Familiarity with state standards and curriculum frameworks.
Knowledge and experience with differentiated instruction.
Effective oral and written communication skills.
Knowledge of state and federal education laws and of student and staff rights.
Ability to exhibit professionalism and effective human relations.
Ability to effectively manage and supervise students and their work.
Ability to direct the work of other staff members.
Ability to facilitate meetings and collaboration efforts with staff and community.
Ability to travel among district facilities as needed, and, if driving, the ability to meet district driving standards.
Standard First Aid certification, or the ability to obtain certification within two months of hire, may be required.
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.
Frequent or prolonged standing, walking and sitting.
Frequent or prolonged standing, walking and sitting.
Crouching to work with younger students.
Possibly moderate to high noise level.
Frequent and prolonged talking/listening in conversations/meetings.
Requires accurate perceiving of sound, near and far vision, depth perception.
Requires handling and working with variety of materials and objects.
Work may occasionally involve lifting/carrying objects weighing 25-50 pounds.
Work may require lifting or assisting in lifting a student or physically restraining a student from harming self or others.
Possible exposure to bodily fluids due to student injury or illness.
Possible exposure to bodily harm due to student behaviors.
Exposure to a variety of chemicals comprising instructional and art supplies and materials.
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.
This position is primarily performed indoors in school buildings, although some outdoor instruction and supervision are required.
This position involves working in close proximity to groups of children and adults.
This position may require traveling to multiple work sites.
Evening and/or extended work hours may be required
NOTE: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.
The Corvallis School District does not discriminate on the basis of age, citizenship, color, disability, gender expression, gender identity, national origin, parental or marital status, race, religion, sex, or sexual orientation in its programs and activities, and provides equal access to designated youth groups. The following persons have been designated to handle inquiries regarding discrimination: Rynda Gregory, Human Resources Administrator and Title IX Coordinator: rynda.gregory@corvallis.k12.or.us, 971-217-6309; Melissa Harder, Assistant Superintendent and Title II Oversight: melissa.harder@corvallis.k12.or.us; Sabrina Wood, Special Education Coordinator and ADA Title II Complaints: sabrina.wood@corvallis.k12.or.us
El Distrito Escolar de Corvallis no discrimina en base a la edad, nacionalidad, color, discapacidad, expresión de género, identidad de género, origen nacional, situación de los padres o de su estado civil, raza, religión, sexo u orientación sexual en sus programas y actividades, y proporciona igualdad de acceso a los grupos de jóvenes designados. Las siguientes personas han sido designadas para atender las consultas relacionadas con la discriminación:Rynda Gregory, Administradora de Recursos Humanos y Coordinadora de Título IX: rynda.gregory@corvallis.k12.or.us, 971-217-6309; Melissa Harder, Superintendente Asistente y Supervisora del Título II: melissa.harder@corvallis.k12.or.us; Sabrina Wood, Coordinadora de Educación Especial y Quejas de Título II de Americanos con Discapacidades (ADA por sus siglas en inglés): sabrina.wood@corvallis.k12.or.us
