Teacher – Early Childhood Special Education Self-Contained Alternate (SY 25-26)

This is a qualifying position for the Providence Schools special education incentive program wherein all teachers assigned to a BIP and Self-Contained Alternate classroom will receive a step $10,000 higher than the standard base salary. This alternative compensation structure will remain in effect for SY24-25 and SY25-26, at a minimum, and will be evaluated for effectiveness and long-term modifications during SY25-26.

Providence Public Schools District (PPSD) seeks an exceptional EARLY CHILDHOOD SPECIAL EDUCATION (SPED) SELF-CONTAINED ALTERNATE (SCA) TEACHER who is highly qualified and skillful to join our community of teachers, students and stakeholders. This is an exciting opportunity for teachers who seek a challenging yet rewarding teaching experience.

The Rhode Island Right to Read Act was passed in July of 2019 and requires educators to exhibit either proficiency in or awareness of the knowledge and practices of the Science of Reading and Structured Literacy. Please be advised that this position requires Structured Literacy Proficiency Level within one year of hire.

Under direction of the School Principal and/or Special Education Managers and consistent with the Providence Public Schools’ vision and mission, the Special Education Self-Contained Alternate teacher is to work in partnership with parents, students, classroom support staff, related service providers and the general education teachers to promote student achievement for students. This includes, but is not limited to, instructing functional daily living skills, coordinating services for students with moderate to severe language, learning, behavioral and/or social skills deficient consistent with their Individual Educational Programs (IEP), and educating children with disabilities who are diagnosed with a number of physical, mental and emotional disabilities.

Additionally, SPED Self-Contained Alternate Teacher will:

• Work with legally required federal paperwork with the Providence School District Curriculum and student’s Individualized Education Program (IEP), that outlines the necessary supports, accommodations and goals for an individual child; These goals can encompass both academic and behavioral concerns.
• Complete the necessary transition assessments, services and supports for the children in their classrooms.
• Complete all of the necessary reporting and implementation for the R.I. Alternate Assessment.
• Direct meetings with parents and staff regarding the planning and making of necessary adjustments throughout the year.
• Work with children who can vary from moderate to severe and profound disabilities, using specialized techniques to help them reach their goals.

We serve approximately 22,000 students at 37 elementary, middle, and high schools. Approximately 55% of students come from homes where English is not the primary language spoken. Combined, our students and families speak 55 different languages and hail from 91 countries of origin. In PPSD, the teachers and leaders set high expectations for academic achievement, provide equal access to differentiated instruction, and endeavor to close the achievement and opportunity gap among historically marginalized subgroups within the schools. PPSD is a great place for those who desire an environment that supports their creativity and ingenuity, and respects their credentials and abilities as a teacher.

REPORTS TO: Principal

• Contingent upon funding**

EDUCATION REQUIREMENTS:

Bachelor’s degree in the applicable field of education from an accredited college or university.

RIDE Certification Requirements:

• All Grades Special Education – Severe Intellectual Disability, Grades PK-12

ESL Certification Preferred

DESCRIPTION OF DUTIES & RESPONSIBILITIES:

1. Administer appropriate district curriculum which is aligned with the Rhode Island State Standards.
2. Provide specially designed instruction to students with disabilities in various settings aligned to goals and objectives of the students’ IEPs.
3. Work and teach collaboratively with the Special Education Program Managers, Board Certified Behavior Analyst (BCBA), additional educators and paraprofessionals to plan and instruct all students to create the least restrictive environment and address IEP goals and objectives and access to the general education curriculum.
4. Develop and implement Individualized Education Plans (IEPs) for students with disabilities within regulatory timelines.
5. Complete quarterly progress reports per RI Regulations and ensure that the goals and objectives of their students’ IEPs are implemented.
6. Ensure the opportunity for all students to learn in a supportive environment.
7. Create and maintain a positive, orderly, and academically focused learning condition in the instructional environment.
8. Provide a classroom management/discipline plan ensuring safety at all times.
9. Develop and implement behavioral intervention plans as identified by student need.
10. Integrate technology into the instructional program.
11. Provide individual and group interventions to students in the Response to Intervention Process.
12. Implement scientifically-based instruction to support the unique academic, social, and behavioral needs of students as appropriate.
13. Collect, administer and report progress monitoring data for all student goals.
14. Adhere to federal, state, and local mandates in special education.
15. Schedule and case manage three (3) year re-evaluations for students with disabilities in accordance with state and federal regulations.
16. Ensure that students with disabilities receive a free appropriate education in the least restrictive environment.
17. Conduct, implements and develops alternate assessments consistent with RIDE regulations
18. Participate in district and school-based professional development activities.
19. Maintain a web based portfolio and outcomes data on all of the children assigned to the pre-k class (if applicable).
20. Develop and provide daily, authentic pre-k learning experiences aligned with the RI Early Learning Standards for all students (if applicable).
21. Participate in timely data input services for Medicaid billing, utilize the web-based IEP system, and participate in the time studies for administrative Medicaid claiming as scheduled.­
22. Utilize positive behavioral supports as appropriate
23. Work professionally with administrators, staff, parents, and community.
24. Develop a classroom climate that promotes positive learning conditions
25. Provide differentiated, developmentally appropriate pre-k learning experiences aligned with the RI Early Learning Standards (if applicable).
26. Provide and implement appropriate accommodations for all types of formal assessments.
27. Perform other duties as assigned.

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