Foundational Skills Educator — Early Intervention

Iron County School District; Cedar City (UT); Sur place; USD 48 000 - 64 000; Plein temps

Résumé du poste

Three Peaks Elementary in Cedar City, UT, seeks a Full Time Foundational Skills Educator to support students with significant needs. The educator will deliver intensive early intervention using evidence-based practices, including Applied Behavior Analysis, to teach communication, self-regulation, and adaptive skills.

The role partners with families and staff to ensure consistent supports and prepares students for transitions to less restrictive settings, with ongoing progress monitoring and

Responsabilités

• Collects, documents, analyzes, and uses student data to inform instruction and behavior plans.
• Uses data to guide instructional decisions and adjust programming.
• Maintains accurate documentation of student progress, behavior, and programming.
• Implements direct, explicit instruction for students with significant needs.
• Delivers structured, individualized and small group instruction based on ABA evidence.
• Teaches replacement behaviors and functional communication to improve outcomes.
• Creates learning experiences to promote independence and progress toward IEP goals.
• Supports students in developing classroom behaviors and self-regulation skills.
• Implements proactive behavior strategies across environments and transitions.
• Assists students in daily living skills and routines as needed.
• Develops, implements, and monitors IEP goals and objectives.
• Participates in IEP meetings, evaluations, and progress reporting.
• Collaborates with teachers, related services, administrators and para professionals.
• Provides training and ongoing support to paraprofessionals.

Description du poste

Three Peaks Elementary in Cedar City, UT, seeks a Full Time Foundational Skills Educator to support students with significant needs. The educator will deliver intensive early intervention using evidence-based practices, including Applied Behavior Analysis, to teach communication, self-regulation, and adaptive skills.

The role partners with families and staff to ensure consistent supports and prepares students for transitions to less restrictive settings, with ongoing progress monitoring and