PRIMARY PERFORMANCE RESPONSIBILITIES:

• 8:1:2 Life Skills Class.
• Support the Southern Westchester BOCES Mission, Vision, Values, and Goals in all instruction, decisions and actions.
• Identify specific student learning challenges; develop, design, and implement differentiated lessons and programs to address these challenges.
• In collaboration with instructional teams, prepare student IEP’s and monitor progress.
• Work collaboratively with the site teams to identify and support students academically, socially and emotionally.
• Collaborate with all related-service providers and clinicians to identify and provide opportunities for students to explore life and career goals.
• Support students and families throughout the process of transitioning to adult and post-secondary programs.
• Collaborate with colleagues in support of students in their daily routines and learning opportunities including classwork, vocational preparation, interactions, and communication.
• Communicate with parents/guardians and other stakeholders on a regular basis.
• Participate in intake process for students seeking admission to instructional programs.
• Contribute to the planning of student support through the Child Study Team process.
• Position supports students with Autism Spectrum needs and Development Disabilities in a self-contained classroom setting with a focus on Life Skills.

PRIMARY PERFORMANCE RESPONSIBILITIES:

• Support the Southern Westchester BOCES Mission, Vision, Values, and Goals.
• Provide evidence-based literacy instruction to a wide range of students with disabilities at the elementary, middle, and high school levels.
• Deliver explicit and multi-sensory reading instruction aligned with the Science of Reading.
• Develop, design, and implement differentiated lessons to address specific student learning challenges.
• Administer assessments and monitor progress to inform instruction.
• Maintain accurate records in compliance with district and NYSED requirements.
• Work collaboratively with building-level teams to support students academically, socially, and emotionally.
• Collaborate with instructional teams in the preparation of student IEPs and attend related CSE meetings.
• Provide guidance and training to classroom staff to implement literacy strategies in the classroom.
• Communicate with parents/guardians on a consistent basis.

PRIMARY PERFORMANCE RESPONSIBILITIES:

• Support the Southern Westchester BOCES Mission, Vision, Values, and Goals in all instruction, decisions, and actions.
• Develop and implement a high quality, standards-based Art education curriculum.
• Provide art education instruction to a wide range of students with disabilities at the elementary, middle, and high school levels.
• Develop, design, and implement differentiated lessons to address specific student learning challenges.
• As requested, collaborate with instructional teams in the preparation of student IEP’s and BIP’s.
• Work collaboratively with building-level teams to support students academically, socially, and emotionally.
• Collaborate with classroom teachers and related-service providers to identify and provide opportunities for students to explore life and career goals.
• Communicate with parents/guardians on a consistent basis.

PRIMARY PERFORMANCE RESPONSIBILITIES:

• Provide Special Education Consultant Teacher support for teachers and students in Career and Technical Education classes.
• Support teachers in understanding student IEP’s and the development of teaching strategies specific to student goals and learning needs.
• Collaborate with CTE content area teachers, coaches, and other Consultant Teachers to plan, deliver, and assess content-rich differentiated lessons which meet the individual learning needs of Special Education students in CTE classes.
• Serve as an active team member with administrators, school counselors, school social workers and consultant teachers to continually support instruction.
• Participate fully in all campus-wide initiatives and activities.
• Support, in all aspects, the Southern Westchester BOCES goals of Developing Shared language around instructional practice and Building Connected Learning Environments through a vision of trust, collaboration, respect and building excellence.
• Communicate regularly with all stakeholders.
• Teach High School Equivalency classes as needed.