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 Special Education/Autism Spectrum Disorder Teacher

Position Summary:

The Early Elementary ASD Teacher provides specialized instruction and behavioral support for students in grades K2 with Autism Spectrum Disorder. The teacher develops and implements individualized educational programs that address communication, social-emotional development, adaptive behavior, academic readiness, and foundational literacy and mathematics skills. Through data-driven decision-making, collaboration with families and multidisciplinary teams, and the implementation of evidence-based practices, the ASD Teacher supports student growth and independence within the least restrictive environment.

Qualifications:

• Valid Michigan Teaching Certificate.
• Special Education endorsement with Autism Spectrum Disorder (SV) endorsement or eligibility to obtain endorsement.
• Knowledge of child development and instructional practices for early elementary students with Autism Spectrum Disorder.
• Experience with augmentative and alternative communication (AAC) systems.
• Experience implementing structured teaching, visual supports, and evidence-based ASD interventions.
• Knowledge of early literacy and mathematics intervention practices.
• Experience implementing Behavior Intervention Plans and positive behavior support strategies.
• Demonstrated ability to collect, analyze, and utilize data to drive instructional and behavioral decisions.
• Strong communication, collaboration, organizational, and classroom management skills.

Responsibilities:

• Design and deliver specially designed instruction aligned with Individualized Education Program (IEP) goals and Michigan academic standards.
• Develop individualized learning experiences that address communication, social interaction, behavior, adaptive functioning, and academic development.
• Provide explicit instruction in foundational literacy, numeracy, communication, social skills, self-regulation, and independence.
• Differentiate instruction to meet the unique learning needs of students with Autism Spectrum Disorder.
• Utilize evidence-based instructional practices and structured teaching methodologies to increase student engagement and achievement.
• Develop and implement visual schedules, task analyses, social narratives, communication supports, and other instructional accommodations.
• Support successful inclusion opportunities and participation in general education settings when appropriate.
• Implement and monitor Behavior Intervention Plans (BIPs) with fidelity.
• Collaborate with multidisciplinary teams in the development and revision of Functional Behavioral Assessments (FBAs) and BIPs.
• Utilize positive behavior interventions and supports to teach replacement behaviors and increase student success.
• Create structured classroom environments that promote predictability, independence, and self-regulation.
• Support students with transitions, sensory needs, emotional regulation, and social skill development.
• Provide coaching and direction to paraprofessionals regarding behavior intervention strategies and classroom procedures.
• Collect, analyze, and utilize academic, behavioral, and functional performance data to guide instructional planning and intervention decisions.
• Monitor progress toward IEP goals and objectives using multiple data sources.
• Maintain accurate records of student performance, behavior, and intervention effectiveness.
• Use progress monitoring data to adjust instructional strategies and behavioral supports.
• Collaborate with families and team members to review student progress and determine next steps for intervention and support.
• Participate in IEP Team meetings and contribute to the development, implementation, and monitoring of IEPs.
• Collaborate with general education teachers, related service providers, administrators, and families to support student achievement.
• Maintain compliance with IDEA, MARSE, district procedures, and special education timelines.
• Communicate regularly with families regarding student progress, behavioral growth, and educational programming.
• Participate in professional learning communities, district training, and ongoing professional development.

The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions.

• The employee must occasionally lift and move up to 25 pounds in supplies, which requires bending, stooping, and lifting.
• The employee must be able to use various instructional materials in the classroom.
• The employee must use their hands and arms to manipulate objects.
• The employee must use keyboards, tools, and other controls.
• The employee must sit and stand for long periods.
• The employee must have normal vision and hearing, with or without corrective aids.
• The employee must be able to move about the assigned location unaided during the day.

METHOD OF APPLICATION:

Qualified and interested individuals must apply online at the Crestwood homepage under Employment. Please include a letter of interest, resume, letters of recommendation, a copy of certificate(s), and transcripts. We no longer accept paper applications delivered by mail, in person, by fax, or by email. If your qualifications meet our needs, we will contact you to request further information and potentially schedule an interview. Crestwood Public Schools is an Equal Opportunity Employer.

This document describes the general nature and level of work performed by those assigned to this position. It is not an exhaustive list of all duties and responsibilities. The Administration reserves the right to amend the change responsibilities as necessary to meet business and organizational needs.

The Crestwood Board of Education is committed to a policy of nondiscrimination and to providing equity in its educational programs, services, and activities for all students and employees. The Crestwood School District does not discriminate based on race, ancestry, color, sex, pregnancy, childbirth, or related medical conditions, marital status, age, religion, national origin, disability, or genetic information in its employment practices or its programs and activities.