KH High School ASD Teacher

Sylvania; Grand Rapids (MI); On-site; USD 45,000 - 65,000; Full time

Job summary

Kenowa Hills Public Schools is seeking a High School Special Education Teacher – Autism Spectrum Disorder (ASD) to support students at Kenowa Hills High School. The role emphasizes IA/IEP management, collaboration with a multidisciplinary team, and adaptive instruction for diverse learners.

The position includes implementing evidence-based interventions, maintaining student progress documentation, and participating in IEPCs and transition planning with families and agencies.

Qualifications

• Must hold a valid Michigan teaching certificate with endorsement for ASD (SV).
• Experience with secondary students with ASD and/or MiCI preferred.
• Ability to work collaboratively as part of a multidisciplinary team.
• Strong knowledge of behavior intervention strategies and positive supports.
• Experience developing and implementing IEPs and progress monitoring.

Responsibilities

• Provide specialized instruction to students with ASD in resource and inclusive settings.
• Serve as IEP case manager and ensure compliance with state/federal requirements.
• Develop and implement behavior intervention plans with proactive strategies.
• Utilize de-escalation and crisis response techniques to support safety.
• Communicate with families and outside agencies and maintain progress data.

Skills

Collaboration

Behavior planning

Communication

Crisis response

Inclusive instruction

Data collection

Cultural competence

Education

Michigan teaching certificate with ASD endorsement

Tools

CPI

Ukeru

Job description

Notice of Vacancy

POSITION: High School Special Education Teacher – Autism Spectrum Disorder (ASD)

LOCATION: Kenowa Hills High School

START DATE/CALENDAR: 2026–27 School Year / Per District Calendar

SALARY/BENEFITS: As outlined in the KHEA Master Agreement

This position offers the opportunity to make a meaningful impact in the lives of students with diverse learning needs while working alongside a dedicated and collaborative team.

QUALIFICATIONS

• Must hold a valid Michigan teaching certificate with appropriate endorsement for the assignment (SV – Autism Spectrum Disorder), in accordance with Michigan Department of Education requirements.
• Experience working with secondary students with ASD and/or MiCI, and/or behavioral needs preferred
• Demonstrated ability to work collaboratively as part of a multidisciplinary team
• Strong knowledge of behavior intervention strategies, including de-escalation and positive behavior supports
• Experience developing and implementing IEPs, goals, and progress monitoring systems
• Ability to adapt instruction to meet diverse cognitive, behavioral, and social-emotional needs
• Commitment to inclusive practices and supporting students across settings
• Demonstrated cultural competence and ability to work effectively with diverse student populations
• Strong communication skills with students, families, staff, and outside agencies

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

To perform this position successfully, an individual must be able to perform each essential function satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Provide specialized instruction to students with ASD across resource and inclusive settings, aligned to IEP goals
• Serve as IEP case manager, ensuring compliance with all state and federal requirements
• Develop and implement behavior intervention plans, including proactive and responsive strategies
• Utilize evidence-based de-escalation and crisis response techniques (e.g., CPI, Ukeru) to support student safety
• Respond to student dysregulation, which may include verbal escalation, refusal, elopement, or physical behaviors
• Maintain a structured, predictable, and supportive environment that promotes regulation and learning
• Support students in developing social-emotional, communication, and executive functioning skills
• Collaborate closely with paraprofessionals, including modeling strategies and providing direction
• Partner with general education teachers to implement accommodations, modifications, and inclusive practices
• Participate in IEPCs, evaluations, and transition planning
• Communicate regularly with families and outside agencies
• Maintain accurate documentation of student progress, behavior data, and services
• Engage in ongoing professional learning aligned with district initiatives

KNOWLEDGE, SKILLS, AND TRAINING

• Trained in or commitment to mandatory willingness to be trained in CPI (Crisis Prevention Institute) and/or Ukeru crisis management systems
• Experience with or commitment to implementing Capturing Kids’ Hearts (CKH) practices
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and trauma-informed practices
• Familiarity with structured literacy practices; LETRS training preferred; willingness to complete LETRS training required
• Experience using district curriculum and assessment tools to support diverse learners
• Ability to collect and analyze behavioral and academic data to inform instruction

PHYSICAL DEMANDS AND WORK ENVIRONMENT

The physical demands and work environment described here are representative of those required to successfully perform the essential functions of this position. This is not to be construed as an exhaustive statement of duties, responsibilities, or requirements. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to stand, walk, sit, bend, kneel, crouch, and move throughout the classroom and building for extended periods
• Ability to lift, move, or assist students (up to 50 pounds) as needed for safety or instructional support
• Ability to respond quickly in situations requiring physical intervention or student support
• Ability to work in an environment that may include frequent movement, elevated noise levels, and unpredictable student behaviors
• Ability to remain calm, professional, and responsive in situations involving student dysregulation, including exposure to inappropriate language or behaviors
• Ability to physically support students in crisis situations, including implementing approved safety interventions
• Ability to work in environments with frequent movement, high sensory stimulation, and unpredictable behaviors
• Ability to remain calm and responsive under stress, including exposure to verbal outbursts or aggressive behaviors

NOTE TO APPLICANTS

Pursuant to PA 131, the selected candidate must receive clearance from the Michigan State Police Department prior to employment. The candidate is responsible for the fingerprinting/background check fee.

NOTICE OF NON-DISCRIMINATION

Kenowa Hills Public Schools does not discriminate on the basis of race, color, religion, national origin or ancestry, sex (including sexual orientation and gender identity), age, disability, height, weight, marital status, or any other legally protected status in its programs, services, activities, or employment opportunities.

Inquiries regarding nondiscrimination policies should be directed to:
HR Director
2325 Four Mile Road NW
Grand Rapids, MI 49544
Phone: [phone]

Applicants who require accommodation to participate in the application or interview process are encouraged to contact Human Resources.