Disability Inclusion Jobs in California (NOW HIRING)

Academic Growth & Mastery (40%)

• Outcome 1: Ensure all students with IEPs, demonstrate meaningful academic progress and achieve grade-level mastery by meeting KIPP SoCal's annual achievement and growth goals. Progress toward goals is measured using assessments aligned to the teacher's portfolio of students. Depending on the teacher's assignment, annual goals may be based on one or more of the below assessments and/or other approved assessments.
• Outcome 1A: i-Ready ELA or other verified end-of-year assessments
  Outcome 1B: i-Ready Math or other verified end-of-year assessments
  Outcome 1C: IEP goal progress and attainment
  Outcome 1E: ELD goal progress and attainment

Desired Outcomes (40%)

• Outcome 2: Plan and deliver high-quality, standards-aligned, specially designed instruction and services by consistently internalizing grade-level content standards and IEP goals, preparing culturally-responsive and engaging learning experiences, and intentionally differentiating and accommodating instruction to meet the individualized needs of students.
  Indicators: Artifacts/Patterns, TPR: 6.01, 6.02, 6.03, 6.04, 6.05, 6.06, 6.07
• Outcome 3: Utilize formative, summative, and progress-monitoring data to drive instructional decisions by collecting, analyzing, and acting on student performance and IEP goal data to adjust instruction, provide targeted interventions, and support student growth.
  Indicators: Artifacts/Patterns, TPR 7.01, 6.01, 6.05, 6.06
• Outcome 4: Cultivate a safe, joyful, equitable, and inclusive learning environment by affirming each student's identity, intentionally building a strong sense of belonging, fostering trusting relationships, and consistently implementing individualized supports, accommodations, and interventions so all students can thrive academically, behaviorally, socially, and emotionally.
  Indicators: Artifacts/Patterns, TPR 5.00, 5.01, 5.02, 5.03
• Outcome 5: Develop, implement, and monitor high-quality Individualized Education Plans (IEPs) by maintaining compliant and accurate documentation and service records; collaborating and communicating effectively with families, general education teachers, service providers, and school teams; facilitating meaningful participation in the IEP process; and ensuring students receive required services.
  Indicators: Artifacts/Patterns
• Outcome 6: Foster authentic and respectful family partnerships through proactive, timely, and transparent communication; consistently prepare for and participate in IEP meetings, SSPTs, attendance touchpoints, and conferences; collaboratively problem-solve to support student learning, attendance, and well-being; and build strong relationships through participation in family, student, and community events.
  Indicators: Artifacts/Patterns
• Outcome 7: Fulfill all other core operational responsibilities, including accurately and promptly maintaining required records and documentation; maintaining a safe, organized, and welcoming learning environment; attending field trips as needed; ensuring student well-being through safe, consistent supervision at all times; and adhering to all organizational policies, safety protocols, and emergency procedures.
  Indicators: Artifacts/Patterns

Competencies (20%)

• Special Education Knowledge & Problem-Solving. Applies comprehensive knowledge of special education laws, compliance requirements, service delivery models, and evidence-based practices to support student success; utilizes collaboration, critical thinking, and problem-solving to navigate complex student needs, ensure compliance, and drive effective outcomes for students.
  High Expectations in Practice. Demonstrates belief in all students' potential by maintaining consistent high standards, providing appropriate rigor, and persisting in support when students experience challenges.
• Standards, Access & Learner Knowledge. Demonstrates deep knowledge of grade-level content, standards, student learning needs, and disability-related impacts on learning; maintains appropriate rigor aligned to grade-level standards or designated alternate curriculum; understands how students access and develop understanding over time; and uses content knowledge, accommodations, and specially designed instruction to support student understanding and access to learning.
• Teaching Expertise. Demonstrates effective teaching expertise; knows and implements the full teaching cycle; applies research-based instructional practices; adjusts instruction in the moment based on student understanding; uses instructional skills to support the learning of all students.
• Problem-Solving. Approaches challenges with curiosity, resilience, and adaptability by reflecting on setbacks, identifying root causes, and testing solutions to improve practice; takes ownership and stays focused on solutions and results.