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Job Title: Bea Underwood Elementary School - Special Education Teacher - Severe Needs (Grades 2-5) 
Department/Location: Bea Underwood Elementary School -
Job Family: Certified Licensed 
FLSA Status: Full-Time, Exempt 
Work Calendar: Teacher
Pay Range: T Salary Schedule:  $45,000.00 - $84,112.00
Reports To: Building Principal
Supervises: Students
Job ID#:  1521
 

POSITION SUMMARY:

The Special Education Teacher Severe Needs supports students with significant cognitive, developmental, behavioral, and/or multiple disabilities in grades 2-5 by providing intensive, individualized, and specially designed instruction aligned to students' Individualized Education Programs (IEPs) and the Colorado Academic Standards (CAS), with an emphasis on functional academics, communication, adaptive skills, and independence.

This position primarily serves students who require extensive supports across academic, behavioral, communication, medical, and daily living domains, including students with autism spectrum disorders, intellectual disabilities, multiple disabilities, and significant behavioral needs.

Instruction is delivered through structured, highly supported environments, including self-contained classroom settings, community-based instruction, and supported inclusion opportunities as appropriate. The teacher is responsible for implementing individualized programming that prioritizes functional skill development, communication systems (e.g., AAC), social-emotional regulation, and early independence and transition skill development.

The Severe Needs Teacher collaborates closely with paraprofessionals, related service providers, general education staff, and families to ensure consistent, coordinated, and intensive supports that promote student safety, dignity, independence, and meaningful participation in school and community environments.

POSITION RESPONSIBILITIES:

Specially Designed Instruction & Student Learning

• Provide intensive, individualized specially designed instruction aligned to students' IEP goals, with a focus on functional academics, communication, adaptive behavior, and life skills.
• Design and implement highly structured, predictable instructional routines using evidence-based practices for students with significant disabilities (e.g., task analysis, discrete trial instruction, visual supports, prompting hierarchies).
• Adapt, modify, and significantly scaffold curriculum to ensure access to essential content, functional literacy/numeracy, and real-world application skills.
• Deliver instruction primarily within a self-contained or center-based classroom, with opportunities for supported inclusion and community-based instruction as appropriate.
• Provide direct instruction in:
  • Communication systems (including AAC and alternative modalities)
  • Social skills and peer interaction
  • Self-regulation and behavior replacement skills
  • Daily living and adaptive skills (e.g., hygiene, organization, independence)
• Implement assistive technology, augmentative communication systems, and sensory supports as outlined in IEPs.
• Support student participation in community-based instruction and early pre-vocational and school-based independence activities, including foundational daily living and independence skills.
• Monitor and document student progress using frequent, systematic data collection aligned to IEP goals.
• Adjust instruction based on ongoing progress monitoring, behavioral data, and student responsiveness.
• Implement all components of IEPs, 504 Plans (if applicable), Behavior Intervention Plans (BIPs), and individual health/safety plans with fidelity.

IEP Development, Case Management & Compliance

• Serve as case manager for students with significant support needs, ensuring full compliance with IDEA and Colorado Special Education Rules.
• Develop and implement IEPs that include:
• Functional and measurable goals
• Communication and adaptive skill development
• Early transition and independence-focused planning aligned to developmental levels
• Facilitate IEP meetings with a focus on family engagement and interdisciplinary collaboration.
• Maintain accurate documentation including IEPs, progress reports, service logs, behavioral data, and compliance records.
• Lead and support development of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• Ensure all supports (instructional, behavioral, communication, medical) are implemented consistently across staff and settings.
• Participate in evaluation, re-evaluation, and transition planning processes within required timelines.

Classroom Environment, Safety & Student Well-Being

• Establish and maintain a highly structured, safe, and supportive classroom environment designed for students with severe needs.
• Implement consistent routines, visual schedules, and environmental supports to promote predictability and reduce anxiety.
• Utilize positive behavior supports and de-escalation strategies, including CPI techniques, to address significant behavioral needs.
• Ensure student safety at all times, including during instruction, transitions, personal care routines, community outings, and school activities.
• Support implementation of:
  • Behavior support plans
  • Safety plans
  • Health plans (as needed)
• Provide or support personal care needs (e.g., toileting, feeding, hygiene) in accordance with student plans and district guidelines.
• Report suspected abuse or neglect as required by law.

Collaboration & Content Access Support

• Collaborate closely with paraprofessionals, providing training, direction, and supervision to ensure consistent implementation of student supports.
• Coordinate with related service providers (e.g., SLP, OT, PT, school psychologist, nurse) to implement integrated programming.
• Work with general education teachers to facilitate appropriate inclusion opportunities and ensure meaningful access.
• Participate in PLCs, MTSS processes, and interdisciplinary team meetings.
• Ensure alignment and consistency across all service providers and environments.

Student Support, Advocacy & Family Communication

• Build trusting relationships that promote student dignity, engagement, and independence.
• Support development of communication, social interaction, and emotional regulation skills.
• Advocate for inclusive opportunities and equitable access to school programs.
• Maintain regular communication with families regarding student progress, needs, and supports.
• Engage families as partners in IEP development and ongoing programming.

Professional Responsibilities & Compliance

• Demonstrate professionalism, ethical conduct, and confidentiality.
• Comply with all federal, state, and district policies and procedures.
• Maintain consistent attendance and fulfill contractual obligations.
• Participate in ongoing professional development specific to:
  • Severe needs instruction
  • Autism and communication strategies
  • Behavior and crisis intervention
  • Transition and life skills programming
• Maintain CPI certification and implement crisis response procedures as required.
• Ensure proper use and care of instructional materials, assistive technology, and adaptive equipment.
• Perform other duties as assigned.

REQUIRED KNOWLEDGE, SKILLS & ABILITIES:

• Knowledge of IDEA and Colorado Special Education Rules.
• Knowledge of instructional practices for students with significant cognitive and developmental disabilities.
• Knowledge of:
  • Functional curriculum design
  • Augmentative and Alternative Communication (AAC) and communication systems
  • Positive behavior supports and de-escalation strategies
  • Adaptive skill development and transition planning
• Ability to:
  • Design and implement individualized, intensive programming
  • Collect and analyze detailed behavioral and academic data
  • Supervise and direct paraprofessionals effectively
  • Manage a structured classroom serving students with complex needs
• Strong collaboration, organization, communication, and problem-solving skills.
• Ability to respond effectively in high-needs, dynamic environments.

MINIMUM QUALIFICATIONS:

• Bachelor's degree from an accredited institution with completion of an approved teacher licensure program.
• Valid Colorado Teaching License with an appropriate Special Education endorsement as recognized by the Colorado Department of Education (CDE).

PREFERRED QUALIFICATIONS:

• Experience working with students with severe or significant support needs.
• Experience in:
  • Self-contained or center-based programming
  • Autism-specific strategies
  • AAC implementation
  • Behavior intervention and crisis response
  • Community-based instruction and transition programming
• Experience supervising paraprofessionals.
• Multilingual skills.

WORKING ENVIRONMENT:

• Ability to perform physical job duties including standing, walking, bending, lifting, and supporting student mobility needs.
• Work occurs primarily in structured special education classroom environments, with additional time in general education settings and community locations.
• May require implementation of CPI strategies, including physical intervention when necessary and trained.
• Frequent collaboration with staff and communication with families.

The above statements are intended to describe the general nature and level of work being performed. They are not exhaustive and may change as needed. This job description does not constitute an employment agreement and is subject to change by the district.

EQUAL EMPLOYMENT OPPORTUNITY:
In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, Garfield County School District No.16 does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, gender identity, gender expression, marital status, national origin, religion, ancestry, family composition, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Harassment, if it rises to the level described in state law, is a prohibited form of discrimination.