Structured Learning Program (SLP) Teacher
Junior High / High School
Dayton School District
Reports to: Building Principal / Student Services Coordinator
Pay Range: Salary placement is based on verified education and experience according to the current DEA Licensed Salary Schedule with a full annual range of $48,006 – $97,932.
Position Purpose
The Structured Learning Program (SLP) Teacher provides specially designed instruction, case management, and intensive academic, behavioral, functional, and transition supports for students with moderate to significant disabilities whose Individualized Education Programs (IEPs) require a structured and highly supported learning environment. The SLP Teacher ensures students access standards-aligned instruction, develop independence and life skills, and prepare for successful post-secondary outcomes. Services are delivered in compliance with federal IDEA requirements and expectations established by the Oregon Department of Education.
Essential Duties and Responsibilities
Provide specially designed instruction aligned to IEP goals in the areas of functional academics, literacy, mathematics, communication, daily living skills, social-emotional development, behavioral regulation, and vocational or transition skills. Adapt curriculum, pacing, materials, and assessments to ensure students can access Oregon standards. Deliver individualized, small group, and community-based instruction using evidence-based practices. Establish structured classroom routines and visual supports that promote independence, safety, and engagement.
Serve as the case manager for assigned students. Develop, implement, and maintain compliant IEPs including present levels of performance, measurable annual goals, specially designed instruction minutes, accommodations and modifications, behavior supports, and transition services. Schedule and facilitate IEP meetings. Monitor and report student progress regularly and adjust instruction based on data. Maintain accurate records and ensure all special education timelines and documentation requirements are met.
Implement positive behavioral interventions and supports. Participate in functional behavior assessments and behavior support planning. Teach replacement behaviors, self-regulation, and social skills. Maintain a safe and supportive learning environment and follow district crisis response procedures.
Collaborate with general education teachers to increase inclusive opportunities and access to grade-level content. Coordinate services with related providers including speech-language pathologists, occupational therapists, physical therapists, counselors, and nursing staff. Participate in MTSS and student support teams. Maintain consistent communication and partnership with families.
Provide junior high and high school transition services including career exploration, independent living skills, work-based learning, community-based instruction, and post-secondary planning. Coordinate with CTE staff, local employers, and community agencies to prepare students for employment, further education, and independent living.
Supervise and direct instructional assistants and support staff. Provide daily guidance, training, and scheduling to ensure effective service delivery. Maintain organized classroom systems, materials, assistive technology, and adaptive equipment. Participate in professional development and district initiatives to continuously improve instruction and student outcomes.
Qualifications
Valid Oregon Teaching License with Special Education endorsement appropriate for assigned grade levels. Knowledge of specially designed instruction, IEP development, behavior supports, and transition planning. Ability to collaborate effectively with multidisciplinary teams and families. Strong communication, organization, and leadership skills. Ability to supervise paraprofessional staff.
Preferred Qualifications
Experience working with middle or high school students with moderate to significant disabilities. Experience with life skills or functional curriculum, transition programming, community-based instruction, assistive technology, and behavior intervention systems. Training in crisis prevention or de-escalation. Experience supervising instructional assistants.
Working Conditions
Work occurs in classroom, school, and community settings. Frequent movement, lifting, repositioning, or physical assistance for students may be required. Exposure to behavioral or emotional crises may occur.
