Teacher - Autism Spectrum Disorder (ASD) Program - 26-27

Anova Education; Sterling Heights (MI); On-site; USD 55,000 - 75,000; Full time

Job summary

The Autism Spectrum Disorder (ASD) program teacher will develop, implement, and monitor individualized, evidence-based supports for students with ASD at the elementary level.

The teacher will provide specially designed instruction aligned with IEPs, serve as a case manager, and collaborate with families, general education teachers, related service providers, paraprofessionals, and administration to support student progress and access to the general education curriculum.

Qualifications

• Must hold a valid Michigan teaching certificate with an Autism Spectrum Disorder endorsement.
• Temporary approval in Autism Spectrum Disorder may be considered per MDE requirements.
• Experience with students with Autism Spectrum Disorder preferred.
• Knowledge of evidence-based instructional practices, communication supports, PBIS, and data-based decision-making for ASD preferred.

Responsibilities

• Plan, deliver, and monitor specially designed instruction based on IEP goals and progress-monitoring data.
• Implement evidence-based instructional practices and interventions for ASD.
• Provide structured learning environments and individualized supports to promote engagement, communication, social interaction, behavior regulation, and academic achievement.
• Utilize AAC and other communication systems as appropriate to student needs and IEPs.
• Coordinate instructional programming and lesson planning for inclusion in general education settings.

Skills

ASD program teaching

Case management

Data-driven instruction

Education

Michigan teaching certificate with ASD endorsement

Job description

Qualifications:

• Must hold a valid Michigan teaching certificate with an Autism Spectrum Disorder (SV) endorsement.
• Candidates who otherwise meet Michigan Department of Education requirements for temporary approval in Autism Spectrum Disorder may be considered.
• Experience working with students with Autism Spectrum Disorder preferred.
• Knowledge and experience with evidence-based instructional practices, communication supports, positive behavioral interventions and supports, and data-based decision-making for students with Autism Spectrum Disorder preferred.

Description:

The Autism Spectrum Disorder (ASD) program teacher will develop, implement, and monitor individualized, evidence-based academic, communication, social, behavioral, adaptive, and functional supports for students with Autism Spectrum Disorder at the elementary level. The teacher will provide specially designed instruction aligned with students' Individualized Education Programs (IEPs), serve as a case manager, and collaborate with families, general education teachers, related service providers, paraprofessionals, and special services administration to support student progress, access to the general education curriculum, and participation in the least restrictive environment.

The ASD program teacher will demonstrate a commitment to the vision and mission of Utica Community Schools and to academic, behavioral, social, and functional growth for all students.

• Plan, deliver, and monitor specially designed instruction based on students' IEP goals, individual needs, present levels of performance, and progress-monitoring data.
• Implement evidence-based instructional practices and interventions appropriate for students with Autism Spectrum Disorder.
• Provide structured learning environments and individualized supports that promote student engagement, independence, communication, social interaction, behavior regulation, and academic achievement.
• Utilize visual supports, assistive technology, augmentative and alternative communication (AAC), and other individualized communication systems as appropriate to student needs and IEPs.
• Differentiate and adapt curriculum, instructional materials, assessments, environments, and instructional strategies to support student access and progress in the general education curriculum.
• Collaborate and consult with general education teachers, related service providers, special education staff, building administration, and special services administration.
• Coordinate instructional programming and lesson planning for students who participate in general education settings and support successful inclusion in the least restrictive environment.
• Develop, implement, and monitor positive behavioral interventions and supports consistent with student IEPs, behavior intervention plans, and district procedures.
• Collect, maintain, analyze, and utilize student performance data to determine progress, evaluate the effectiveness of interventions, and make instructional decisions.
• Establish targeted goals and systematically monitor student progress toward IEP goals and objectives.
• Serve as case manager for assigned students and maintain required special education records and documentation.
• Develop and implement compliant IEPs in collaboration with the IEP team, including appropriate present levels, measurable annual goals, supplementary aids and services, accommodations, supports, and programs and services.
• Maintain compliance with IDEA, the Michigan Administrative Rules for Special Education (MARSE), district procedures, and applicable timelines associated with the MET/IEP process and special education programming.
• Communicate regularly and effectively with parents/guardians regarding student progress, programming, strengths, needs, and educational performance.
• Participate as an active member of multidisciplinary evaluation, IEP, problem-solving, and student support teams.
• Collaborate with related service providers to integrate communication, occupational therapy, physical therapy, social work, behavioral, and other supports into students' educational programs as applicable.
• Provide direction, instructional guidance, and ongoing communication to paraprofessional staff assigned to the classroom to ensure consistent implementation of student programs and supports.
• Promote student independence and development of academic, communication, social, behavioral, daily living, adaptive, and functional skills as identified through the IEP process.
• Establish and maintain a safe, structured, supportive, and respectful classroom environment responsive to the individual sensory, communication, behavioral, and learning needs of students.
• Support students during transitions throughout the school environment and across instructional settings.
• Implement student-specific health, safety, behavioral, mobility, personal care, and emergency plans as applicable and in accordance with student plans, district procedures, and staff training.
• Provide instruction regarding the appropriate use of technology, materials, equipment, communication systems, and other instructional resources.
• Participate in professional learning and maintain current knowledge of evidence-based practices, special education requirements, Autism Spectrum Disorder, instructional methodology, and student support strategies.
• Perform other duties consistent with the responsibilities of a special education teacher and as assigned by administration.

NONDISCRIMINATION:

It is the policy of Utica Community Schools that no person, on the basis of race, color, religion, national origin or ancestry, age, sex, marital status, disability, or other legally protected status, shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise be subjected to discrimination by this educational agency.