Special Education Teacher/Case Manager

Raymond, NH School District; Raymond (NH); On-site; USD 55,000 - 75,000; Full time

Job summary

The Raymond School District seeks a Special Education Teacher to identify, service, monitor, and support students with disabilities ages 5-21 under NH rules and IDEA. You will coordinate IEPs, collaborate with administrators, guidance counselors, and classroom staff, and serve as a key resource on assessments, accommodations, and inclusive instruction.

The role emphasizes co-teaching, data-driven planning, and communication with families, maintaining records, and supporting state and district

Qualifications

• Bachelor's degree from an accredited college or university.
• NH Department of Education General Special Education Certification.
• Comply with ethical and professional standards.
• Knowledge of NHSEIS and data practices.
• Strong written and verbal communication skills.
• Ability to work cooperatively in a team and be organized.

Responsibilities

• Develop, monitor, and implement IEPs for all eligible students.
• Stay current with laws/policies related to special education (IDEA).
• Complete comprehensive diagnostic assessments as needed.
• Serve on multidisciplinary teams for evaluation and referrals.
• Collaborate with teachers, parents, and staff to plan and monitor services.
• Provide co-teaching and consult with general education teachers as appropriate.
• Maintain confidential records and coordinate modifications/adaptations.

Skills

Interpersonal communication

Verbal communication

Written communication

Team collaboration

Organized

Flexibility

Education

Bachelor's Degree

NH General Special Education Certification

Tools

NHSEIS

Job description

Special Education Teacher
This position is part of the Raymond Education Association, REA.

GENERAL SUMMARY: The Special Education Teacher accepts responsibility for identifying & servicing, monitoring, and releasing students with disabilities ages 5-21 in accordance with the New Hampshire Rules for the Education of Children with Disabilities, federal laws, and Raymond School District curriculum, instruction, and assessment frameworks. The Special Education Teacher coordinates and administers all alternative assessments and supports all district/state assessments for students with disabilities. The Special Education teacher collaborates with administration, guidance counselors, teachers, and other school staff on behalf of students with disabilities; and serves as a resource for information regarding assessments, interpreting data, specialized instruction, modifications, differentiated instruction, and accommodations. The Special Education Teacher provides direct instruction and co-teaching in essential concepts, vocabulary, and content across the general curriculum. The Special Education Teacher functions as a liaison between school and parents.

QUALIFICATIONS (SKILLS/EXPERIENCE/TRAINING REQUIRED):

• Minimum of a Bachelor's Degree from an accredited college or university
• NH Department of Education General Special Education Certification
• Comply with the Standards for Ethical and Professional Performance established by the State Board of Education
• Knowledge of NHSEIS
• Strong interpersonal, verbal, and written communication skills. Ability to present written documents that are clear, concise, and grammatically correct.
• Ability to work cooperatively as a team member, well organized and flexible
• Preference given to those candidates who hold NH Certification in General Special Education and/or one of the following:
• - Emotional and Behavioral Disabilities
• - Specific Learning Disabilities
• -Intellectual and Developmental Disabilities

ESSENTIAL JOB FUNCTIONS:

• Ensure development, monitoring, and implementation of the Individual Education Programs (IEP) for all special education students, ensuring that all components of the IEP are delivered to the individual students by the appropriate provider.
• Thorough understanding of policies, laws, and guidelines related to special education including IDEA; keep abreast of best practice in special education instruction, assessment, resources, and community-based programming.
• Complete a comprehensive diagnostic assessment through formal and informal evaluation of those students who have been identified as having a possible educational disability.
• Serve on a multidisciplinary team for the identification of a student with a suspected educational disability and facilitate the evaluation process for newly referred students.
• Consult and collaborate with classroom teachers, parents, special education staff, and administrators in planning, writing, monitoring programs, student progress, and coordinating instruction for students with disabilities or suspected disabilities- Co-plan, co-teach, and consult with general education teachers as appropriate.
• Understands how students learn and develop and provides opportunities that support their cognitive, linguistic, creative, social, moral, emotional, and physical development.
• Plans differentiated specialized instruction that employ a variety of instructional techniques and implement differentiated instruction in collaboration with general education teachers and provide academic support/academic coaching within the general education setting.
• Maintain accurate, complete, and current records as required by law, district policies, and administrative procedures and maintain confidentiality.
• Use district adopted curriculum materials and programs and coordinate the modification of general education curriculum when necessary based on a variety of instructional techniques and technologies.
• Provide and use assistive devices, supportive technology, and assistance to ensure students' access to the curriculum.
• Provide services in the least restrictive environment possible.
• Develop and articulate clear student behavior expectations and provide positive, proactive behavioral interventions and support, crisis management and emotional support in collaboration with other staff; communicate with administration regarding student discipline, write behavior plans as needed for students.
• Provide specialized instructional programming in and outside of the regular education classroom.
• Provide lesson plans, materials, strategies and/or activities for paraeducators assigned to work with students in one to one, small group, and class settings.
• As needed, access and coordinate school-based, community-based, and transitional resources and services within and outside the school environment.
• Demonstrate knowledge of NHSEIS and provide case management, including completing all district paperwork required for annual review and re-evaluation team meetings.
• Evaluate students utilizing a variety of formal and informal assessment tools, including observations, to make informed decisions regarding eligibility, IEP planning, programming, and student learning progress.
• Collect, analyze and report data in a meaningful manner using district/state evaluation tools to monitor student progress and write students' progress reports.
• Support students during state and district testing; understand and implement alternative assessment tools such as Dynamic Learning Maps.
• Write students' progress reports and senior summaries.
• Facilitate the development and implementation of students' transition plans with teachers, parents, and students.
• Notify teachers, paraeducators, and other related services providers about changes in student(s) needs.
• Communicate accommodations and modifications, grading guidelines, and/or behavioral plans for all staff involved with student.
• Make appropriate recommendations and help plan for ESY-Extended School Year needs.
• Ensure all special education timelines are met.
• Plan supports and accommodations for students pertaining to state and district assessments.
• Attend parent/teacher conferences and open houses as required by the district.
• Attend field trips to support individual or small groups of students

OTHER DUTIES AND RESPONSIBILITIES:

• Attend staff meetings when appropriate
• Is an active member of subject or grade level teams, and/or other PLCs, as appropriate
• Other duties as assigned by the building and district administration