Austin Centers of Excellence

Certified Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities under the direction of the campus Principal and Superintendent with direct support from the program coordinator. This role also requires the evaluation and assessment of student progress against instructional objectives; follows State mandate due process procedures and functions as IEP manager to assigned students. 

Essential functions of the job may include but are not limited to the following:

• Assesses student progress and determines the need for additional reinforcement or adjustment to instructional techniques.
• Completes all district and state reporting requirements.
• Complies with all school, board of director policies, and all state/federal rules and regulations. 
• Supports in special education evaluations and reevaluations. 
• Coordinates the delivery of special education services in each student’s IEP. 
• Creates a positive learning experience with emphasis on individualized instruction using appropriate sources as provided through The ACES approved curriculum.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services with child study team members and others in developing instructional goals and strategies. 
• Employs various teaching techniques, methods, and principles of learning to enable students to meet their IEP goals. 
• Provides direction, supervision, and evaluation of educational assistants as directed. 
• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Schedules team meetings and works cooperatively with TSS (Para-pros) team members and others in developing instructional goals and strategies for the classroom and team. 
• Serves as primary contact for parents/guardians. 
• Works directly with parents/guardians, districts, and charter referral sources.

Other functions of the job include but are not limited to the following.

• Collaborates and consults with educational professionals and community providers regarding the students. 
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures. 
• Establishes and maintains student control and discipline in the classroom, school premises or during school activities outside the classroom. 
• Performs other duties of a like or similar nature apparent or assigned. 
• Trains and provides consultation to classroom TSS (para-pros) regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities. 

Knowledge Skills and Ability Required:

• Ability to deliver and articulate oral presentations and written reports.
• Ability to effectively analyze needs and problems objectively. 
• Ability to establish and maintain effective working relationships with students, parents, staff, administration, and public. 
• Knowledge and skills in working with children with behavior and emotional disabilities. 
• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. 
• Must have the ability and proven ability to report to work on a regular and punctual basis. 
• Perform all other related work delegated required to accomplish the objectives of the school program. 
• Thorough knowledge of school rules, regulations procedures; ability to establish and maintain standards of behavior. 
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. 
• Thorough knowledge of the principles, practices and procedures of special education and specialty area.

Education/Certification

• Bachelor’s Degree required in teaching from an accredited institution in the appropriate special education area 
• AZ Special Education Certification or Alternative SPED Certification (required)
• Current Arizona teaching license in required content area or progress to get AZ cert/license

Physical Requirements

• Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds (and/or to adult size body weight with two-to-three-person lift). 
• Position can require some degree of physical interaction with students who have difficulty controlling physical behavior. Usage of CPI. 

Position Title: Therapeutic Support Staff 1, 2 &3 

Reports To: Principal

Revision Date: 2/13/2024

Position Summary

The Therapeutic Support Staff (TSS) implements methods and interventions from the student Individualized Education Plan (IEP) to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.  This role is critical to the success of our students and a positive learning environment.

Essential Functions 

• Provide instructional and behavioral support to special education students and school personnel in a school setting.
• Implements methods and interventions from the student’s IEP to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.
• Provide safety, security, supervision, and academic support to the student and assigned classroom, supervise students in the hallways, during lunch, recess, and special classes throughout the school day.
• Keeps each student or his/her individual student within eyesight and/or under direct supervision always.
• Provide support and assistance to students with personal hygiene needs, including toileting, in a respectful and compassionate manner, ensuring their dignity and comfort are maintained at all times.
• Conduct the organizational task, daily routines for instructional practices, supervision of school-aged children, and other appointed tasks in the best interest of the students and school.
• If a student is a danger to self or other, staff may need to assist in the safe physical management of the student in crisis as a last resort.  All TSS will be provided with detailed training through Crisis Prevention Institute (CPI) on how to implement these procedures to ensure care, welfare and safety for all.

Knowledge, Skills, and Ability

• TSS will be provided on-the-job training and specialized training on CPI and CPR.
• Ongoing skills training will be provided throughout the school year, as determined by leadership.
• Each year the worker is required to have ongoing training to keep their skills up to date, as determined appropriate by the Austin Centers
• Patience, care, understanding and passion for students with special needs.

Education/Certification/Experience

• High School Diploma or GED, required
• No prior experience required, all training will be provided
• Prior experience working with children, preferred
• All staff members are trained in:
• Austin Centers Student and Safety Techniques,
• non-violent crisis intervention,
• classroom management,
• positive behavioral supports,
• instructional practices,
• CPR
• First Aide
• Other training as deemed appropriate for the given student population assigned.
• TSS will be trained in the ability to de-escalate students and situations to provide replacement strategies/skills to ensure the safety of all students and staff members so that the student will only need the use of a therapeutic hold as the last resort.
• TSS are required to have a valid Fingerprint Clearance Card as a requirement to work with children in the State of Arizona.

Physical Requirements

• TSS must be able to lift a minimum of 140 pounds from the standing position,walk up and down stairs,
• Walk, Talk, Sit, and Stand, Crouch, kneel, and crawl, on occasion do other activities as determined by students’ needs.

 Additional Criteria

• All TSS are subject to pre-employment and random drug screenings
• Successful completion of a background check and ongoing OIG monitoring
• prequalification screenings as determined by  Austin Centers

Certified Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities under the direction of the campus Principal and Superintendent with direct support from the program coordinator. This role also requires the evaluation and assessment of student progress against instructional objectives; follows State mandate due process procedures and functions as IEP manager to assigned students. 

Essential functions of the job may include but are not limited to the following:

• Assesses student progress and determines the need for additional reinforcement or adjustment to instructional techniques.
• Completes all district and state reporting requirements.
• Complies with all school, board of director policies, and all state/federal rules and regulations. 
• Supports in special education evaluations and reevaluations. 
• Coordinates the delivery of special education services in each student’s IEP. 
• Creates a positive learning experience with emphasis on individualized instruction using appropriate sources as provided through The ACES approved curriculum.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services with child study team members and others in developing instructional goals and strategies. 
• Employs various teaching techniques, methods, and principles of learning to enable students to meet their IEP goals. 
• Provides direction, supervision, and evaluation of educational assistants as directed. 
• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Schedules team meetings and works cooperatively with TSS (Para-pros) team members and others in developing instructional goals and strategies for the classroom and team. 
• Serves as primary contact for parents/guardians. 
• Works directly with parents/guardians, districts, and charter referral sources.

Other functions of the job include but are not limited to the following.

• Collaborates and consults with educational professionals and community providers regarding the students. 
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures. 
• Establishes and maintains student control and discipline in the classroom, school premises or during school activities outside the classroom. 
• Performs other duties of a like or similar nature apparent or assigned. 
• Trains and provides consultation to classroom TSS (para-pros) regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities. 

Knowledge Skills and Ability Required:

• Ability to deliver and articulate oral presentations and written reports.
• Ability to effectively analyze needs and problems objectively. 
• Ability to establish and maintain effective working relationships with students, parents, staff, administration, and public. 
• Knowledge and skills in working with children with behavior and emotional disabilities. 
• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. 
• Must have the ability and proven ability to report to work on a regular and punctual basis. 
• Perform all other related work delegated required to accomplish the objectives of the school program. 
• Thorough knowledge of school rules, regulations procedures; ability to establish and maintain standards of behavior. 
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. 
• Thorough knowledge of the principles, practices and procedures of special education and specialty area.

Education/Certification

• Bachelor’s Degree required in teaching from an accredited institution in the appropriate special education area 
• AZ Special Education Certification or Alternative SPED Certification (required)
• Current Arizona teaching license in required content area or progress to get AZ cert/license

Physical Requirements

• Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds (and/or to adult size body weight with two-to-three-person lift). 
• Position can require some degree of physical interaction with students who have difficulty controlling physical behavior. Usage of CPI. 

Position Title: Therapeutic Support Staff 1, 2 &3 

Reports To: Principal

Revision Date: 2/13/2024

Position Summary

The Therapeutic Support Staff (TSS) implements methods and interventions from the student Individualized Education Plan (IEP) to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.  This role is critical to the success of our students and a positive learning environment.

Essential Functions 

• Provide instructional and behavioral support to special education students and school personnel in a school setting.
• Implements methods and interventions from the student’s IEP to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.
• Provide safety, security, supervision, and academic support to the student and assigned classroom, supervise students in the hallways, during lunch, recess, and special classes throughout the school day.
• Keeps each student or his/her individual student within eyesight and/or under direct supervision always.
• Provide support and assistance to students with personal hygiene needs, including toileting, in a respectful and compassionate manner, ensuring their dignity and comfort are maintained at all times.
• Conduct the organizational task, daily routines for instructional practices, supervision of school-aged children, and other appointed tasks in the best interest of the students and school.
• If a student is a danger to self or other, staff may need to assist in the safe physical management of the student in crisis as a last resort.  All TSS will be provided with detailed training through Crisis Prevention Institute (CPI) on how to implement these procedures to ensure care, welfare and safety for all.

Knowledge, Skills, and Ability

• TSS will be provided on-the-job training and specialized training on CPI and CPR.
• Ongoing skills training will be provided throughout the school year, as determined by leadership.
• Each year the worker is required to have ongoing training to keep their skills up to date, as determined appropriate by the Austin Centers
• Patience, care, understanding and passion for students with special needs.

Education/Certification/Experience

• High School Diploma or GED, required
• No prior experience required, all training will be provided
• Prior experience working with children, preferred
• All staff members are trained in:
• Austin Centers Student and Safety Techniques,
• non-violent crisis intervention,
• classroom management,
• positive behavioral supports,
• instructional practices,
• CPR
• First Aide
• Other training as deemed appropriate for the given student population assigned.
• TSS will be trained in the ability to de-escalate students and situations to provide replacement strategies/skills to ensure the safety of all students and staff members so that the student will only need the use of a therapeutic hold as the last resort.
• TSS are required to have a valid Fingerprint Clearance Card as a requirement to work with children in the State of Arizona.

Physical Requirements

• TSS must be able to lift a minimum of 140 pounds from the standing position,walk up and down stairs,
• Walk, Talk, Sit, and Stand, Crouch, kneel, and crawl, on occasion do other activities as determined by students’ needs.

 Additional Criteria

• All TSS are subject to pre-employment and random drug screenings
• Successful completion of a background check and ongoing OIG monitoring
• prequalification screenings as determined by  Austin Centers

Certified Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities under the direction of the campus Principal and Superintendent with direct support from the program coordinator. This role also requires the evaluation and assessment of student progress against instructional objectives; follows State mandate due process procedures and functions as IEP manager to assigned students. 

Essential functions of the job may include but are not limited to the following:

• Assesses student progress and determines the need for additional reinforcement or adjustment to instructional techniques.
• Completes all district and state reporting requirements.
• Complies with all school, board of director policies, and all state/federal rules and regulations. 
• Supports in special education evaluations and reevaluations. 
• Coordinates the delivery of special education services in each student’s IEP. 
• Creates a positive learning experience with emphasis on individualized instruction using appropriate sources as provided through The ACES approved curriculum.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services with child study team members and others in developing instructional goals and strategies. 
• Employs various teaching techniques, methods, and principles of learning to enable students to meet their IEP goals. 
• Provides direction, supervision, and evaluation of educational assistants as directed. 
• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Schedules team meetings and works cooperatively with TSS (Para-pros) team members and others in developing instructional goals and strategies for the classroom and team. 
• Serves as primary contact for parents/guardians. 
• Works directly with parents/guardians, districts, and charter referral sources.

Other functions of the job include but are not limited to the following.

• Collaborates and consults with educational professionals and community providers regarding the students. 
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures. 
• Establishes and maintains student control and discipline in the classroom, school premises or during school activities outside the classroom. 
• Performs other duties of a like or similar nature apparent or assigned. 
• Trains and provides consultation to classroom TSS (para-pros) regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities. 

Knowledge Skills and Ability Required:

• Ability to deliver and articulate oral presentations and written reports.
• Ability to effectively analyze needs and problems objectively. 
• Ability to establish and maintain effective working relationships with students, parents, staff, administration, and public. 
• Knowledge and skills in working with children with behavior and emotional disabilities. 
• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. 
• Must have the ability and proven ability to report to work on a regular and punctual basis. 
• Perform all other related work delegated required to accomplish the objectives of the school program. 
• Thorough knowledge of school rules, regulations procedures; ability to establish and maintain standards of behavior. 
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. 
• Thorough knowledge of the principles, practices and procedures of special education and specialty area.

Education/Certification

• Bachelor’s Degree required in teaching from an accredited institution in the appropriate special education area 
• AZ Special Education Certification or Alternative SPED Certification (required)
• Current Arizona teaching license in required content area or progress to get AZ cert/license

Physical Requirements

• Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds (and/or to adult size body weight with two-to-three-person lift). 
• Position can require some degree of physical interaction with students who have difficulty controlling physical behavior. Usage of CPI. 

Position Title: Therapeutic Support Staff 1, 2 &3 

Reports To: Principal

Revision Date: 2/13/2024

Position Summary

The Therapeutic Support Staff (TSS) implements methods and interventions from the student Individualized Education Plan (IEP) to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.  This role is critical to the success of our students and a positive learning environment.

Essential Functions 

• Provide instructional and behavioral support to special education students and school personnel in a school setting.
• Implements methods and interventions from the student’s IEP to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.
• Provide safety, security, supervision, and academic support to the student and assigned classroom, supervise students in the hallways, during lunch, recess, and special classes throughout the school day.
• Keeps each student or his/her individual student within eyesight and/or under direct supervision always.
• Provide support and assistance to students with personal hygiene needs, including toileting, in a respectful and compassionate manner, ensuring their dignity and comfort are maintained at all times.
• Conduct the organizational task, daily routines for instructional practices, supervision of school-aged children, and other appointed tasks in the best interest of the students and school.
• If a student is a danger to self or other, staff may need to assist in the safe physical management of the student in crisis as a last resort.  All TSS will be provided with detailed training through Crisis Prevention Institute (CPI) on how to implement these procedures to ensure care, welfare and safety for all.

Knowledge, Skills, and Ability

• TSS will be provided on-the-job training and specialized training on CPI and CPR.
• Ongoing skills training will be provided throughout the school year, as determined by leadership.
• Each year the worker is required to have ongoing training to keep their skills up to date, as determined appropriate by the Austin Centers
• Patience, care, understanding and passion for students with special needs.

Education/Certification/Experience

• High School Diploma or GED, required
• No prior experience required, all training will be provided
• Prior experience working with children, preferred
• All staff members are trained in:
• Austin Centers Student and Safety Techniques,
• non-violent crisis intervention,
• classroom management,
• positive behavioral supports,
• instructional practices,
• CPR
• First Aide
• Other training as deemed appropriate for the given student population assigned.
• TSS will be trained in the ability to de-escalate students and situations to provide replacement strategies/skills to ensure the safety of all students and staff members so that the student will only need the use of a therapeutic hold as the last resort.
• TSS are required to have a valid Fingerprint Clearance Card as a requirement to work with children in the State of Arizona.

Physical Requirements

• TSS must be able to lift a minimum of 140 pounds from the standing position,walk up and down stairs,
• Walk, Talk, Sit, and Stand, Crouch, kneel, and crawl, on occasion do other activities as determined by students’ needs.

 Additional Criteria

• All TSS are subject to pre-employment and random drug screenings
• Successful completion of a background check and ongoing OIG monitoring
• prequalification screenings as determined by  Austin Centers

Certified Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities under the direction of the campus Principal and Superintendent with direct support from the program coordinator. This role also requires the evaluation and assessment of student progress against instructional objectives; follows State mandate due process procedures and functions as IEP manager to assigned students. 

Essential functions of the job may include but are not limited to the following:

• Assesses student progress and determines the need for additional reinforcement or adjustment to instructional techniques.
• Completes all district and state reporting requirements.
• Complies with all school, board of director policies, and all state/federal rules and regulations. 
• Supports in special education evaluations and reevaluations. 
• Coordinates the delivery of special education services in each student’s IEP. 
• Creates a positive learning experience with emphasis on individualized instruction using appropriate sources as provided through The ACES approved curriculum.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services with child study team members and others in developing instructional goals and strategies. 
• Employs various teaching techniques, methods, and principles of learning to enable students to meet their IEP goals. 
• Provides direction, supervision, and evaluation of educational assistants as directed. 
• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Schedules team meetings and works cooperatively with TSS (Para-pros) team members and others in developing instructional goals and strategies for the classroom and team. 
• Serves as primary contact for parents/guardians. 
• Works directly with parents/guardians, districts, and charter referral sources.

Other functions of the job include but are not limited to the following.

• Collaborates and consults with educational professionals and community providers regarding the students. 
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures. 
• Establishes and maintains student control and discipline in the classroom, school premises or during school activities outside the classroom. 
• Performs other duties of a like or similar nature apparent or assigned. 
• Trains and provides consultation to classroom TSS (para-pros) regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities. 

Knowledge Skills and Ability Required:

• Ability to deliver and articulate oral presentations and written reports.
• Ability to effectively analyze needs and problems objectively. 
• Ability to establish and maintain effective working relationships with students, parents, staff, administration, and public. 
• Knowledge and skills in working with children with behavior and emotional disabilities. 
• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. 
• Must have the ability and proven ability to report to work on a regular and punctual basis. 
• Perform all other related work delegated required to accomplish the objectives of the school program. 
• Thorough knowledge of school rules, regulations procedures; ability to establish and maintain standards of behavior. 
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. 
• Thorough knowledge of the principles, practices and procedures of special education and specialty area.

Education/Certification

• Bachelor’s Degree required in teaching from an accredited institution in the appropriate special education area 
• AZ Special Education Certification or Alternative SPED Certification (required)
• Current Arizona teaching license in required content area or progress to get AZ cert/license

Physical Requirements

• Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds (and/or to adult size body weight with two-to-three-person lift). 
• Position can require some degree of physical interaction with students who have difficulty controlling physical behavior. Usage of CPI. 

Position Title: Therapeutic Support Staff 1, 2 &3 

Reports To: Principal

Revision Date: 2/13/2024

Position Summary

The Therapeutic Support Staff (TSS) implements methods and interventions from the student Individualized Education Plan (IEP) to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.  This role is critical to the success of our students and a positive learning environment.

Essential Functions 

• Provide instructional and behavioral support to special education students and school personnel in a school setting.
• Implements methods and interventions from the student’s IEP to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.
• Provide safety, security, supervision, and academic support to the student and assigned classroom, supervise students in the hallways, during lunch, recess, and special classes throughout the school day.
• Keeps each student or his/her individual student within eyesight and/or under direct supervision always.
• Provide support and assistance to students with personal hygiene needs, including toileting, in a respectful and compassionate manner, ensuring their dignity and comfort are maintained at all times.
• Conduct the organizational task, daily routines for instructional practices, supervision of school-aged children, and other appointed tasks in the best interest of the students and school.
• If a student is a danger to self or other, staff may need to assist in the safe physical management of the student in crisis as a last resort.  All TSS will be provided with detailed training through Crisis Prevention Institute (CPI) on how to implement these procedures to ensure care, welfare and safety for all.

Knowledge, Skills, and Ability

• TSS will be provided on-the-job training and specialized training on CPI and CPR.
• Ongoing skills training will be provided throughout the school year, as determined by leadership.
• Each year the worker is required to have ongoing training to keep their skills up to date, as determined appropriate by the Austin Centers
• Patience, care, understanding and passion for students with special needs.

Education/Certification/Experience

• High School Diploma or GED, required
• No prior experience required, all training will be provided
• Prior experience working with children, preferred
• All staff members are trained in:
• Austin Centers Student and Safety Techniques,
• non-violent crisis intervention,
• classroom management,
• positive behavioral supports,
• instructional practices,
• CPR
• First Aide
• Other training as deemed appropriate for the given student population assigned.
• TSS will be trained in the ability to de-escalate students and situations to provide replacement strategies/skills to ensure the safety of all students and staff members so that the student will only need the use of a therapeutic hold as the last resort.
• TSS are required to have a valid Fingerprint Clearance Card as a requirement to work with children in the State of Arizona.

Physical Requirements

• TSS must be able to lift a minimum of 140 pounds from the standing position,walk up and down stairs,
• Walk, Talk, Sit, and Stand, Crouch, kneel, and crawl, on occasion do other activities as determined by students’ needs.

 Additional Criteria

• All TSS are subject to pre-employment and random drug screenings
• Successful completion of a background check and ongoing OIG monitoring
• prequalification screenings as determined by  Austin Centers

Certified Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities under the direction of the campus Principal and Superintendent with direct support from the program coordinator. This role also requires the evaluation and assessment of student progress against instructional objectives; follows State mandate due process procedures and functions as IEP manager to assigned students. 

Essential functions of the job may include but are not limited to the following:

• Assesses student progress and determines the need for additional reinforcement or adjustment to instructional techniques.
• Completes all district and state reporting requirements.
• Complies with all school, board of director policies, and all state/federal rules and regulations. 
• Supports in special education evaluations and reevaluations. 
• Coordinates the delivery of special education services in each student’s IEP. 
• Creates a positive learning experience with emphasis on individualized instruction using appropriate sources as provided through The ACES approved curriculum.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services with child study team members and others in developing instructional goals and strategies. 
• Employs various teaching techniques, methods, and principles of learning to enable students to meet their IEP goals. 
• Provides direction, supervision, and evaluation of educational assistants as directed. 
• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Schedules team meetings and works cooperatively with TSS (Para-pros) team members and others in developing instructional goals and strategies for the classroom and team. 
• Serves as primary contact for parents/guardians. 
• Works directly with parents/guardians, districts, and charter referral sources.

Other functions of the job include but are not limited to the following.

• Collaborates and consults with educational professionals and community providers regarding the students. 
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures. 
• Establishes and maintains student control and discipline in the classroom, school premises or during school activities outside the classroom. 
• Performs other duties of a like or similar nature apparent or assigned. 
• Trains and provides consultation to classroom TSS (para-pros) regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities. 

Knowledge Skills and Ability Required:

• Ability to deliver and articulate oral presentations and written reports.
• Ability to effectively analyze needs and problems objectively. 
• Ability to establish and maintain effective working relationships with students, parents, staff, administration, and public. 
• Knowledge and skills in working with children with behavior and emotional disabilities. 
• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. 
• Must have the ability and proven ability to report to work on a regular and punctual basis. 
• Perform all other related work delegated required to accomplish the objectives of the school program. 
• Thorough knowledge of school rules, regulations procedures; ability to establish and maintain standards of behavior. 
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. 
• Thorough knowledge of the principles, practices and procedures of special education and specialty area.

Education/Certification

• Bachelor’s Degree required in teaching from an accredited institution in the appropriate special education area 
• AZ Special Education Certification or Alternative SPED Certification (required)
• Current Arizona teaching license in required content area or progress to get AZ cert/license

Physical Requirements

• Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds (and/or to adult size body weight with two-to-three-person lift). 
• Position can require some degree of physical interaction with students who have difficulty controlling physical behavior. Usage of CPI. 

Position Title: Therapeutic Support Staff 1, 2 &3 

Reports To: Principal

Revision Date: 2/13/2024

Position Summary

The Therapeutic Support Staff (TSS) implements methods and interventions from the student Individualized Education Plan (IEP) to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.  This role is critical to the success of our students and a positive learning environment.

Essential Functions 

• Provide instructional and behavioral support to special education students and school personnel in a school setting.
• Implements methods and interventions from the student’s IEP to help the student achieve the goals of the IEP, develop positive coping strategies, initiate teacher-driven replacement behaviors for the student, and help in the support of all students and adults within the learning environment.
• Provide safety, security, supervision, and academic support to the student and assigned classroom, supervise students in the hallways, during lunch, recess, and special classes throughout the school day.
• Keeps each student or his/her individual student within eyesight and/or under direct supervision always.
• Provide support and assistance to students with personal hygiene needs, including toileting, in a respectful and compassionate manner, ensuring their dignity and comfort are maintained at all times.
• Conduct the organizational task, daily routines for instructional practices, supervision of school-aged children, and other appointed tasks in the best interest of the students and school.
• If a student is a danger to self or other, staff may need to assist in the safe physical management of the student in crisis as a last resort.  All TSS will be provided with detailed training through Crisis Prevention Institute (CPI) on how to implement these procedures to ensure care, welfare and safety for all.

Knowledge, Skills, and Ability

• TSS will be provided on-the-job training and specialized training on CPI and CPR.
• Ongoing skills training will be provided throughout the school year, as determined by leadership.
• Each year the worker is required to have ongoing training to keep their skills up to date, as determined appropriate by the Austin Centers
• Patience, care, understanding and passion for students with special needs.

Education/Certification/Experience

• High School Diploma or GED, required
• No prior experience required, all training will be provided
• Prior experience working with children, preferred
• All staff members are trained in:
• Austin Centers Student and Safety Techniques,
• non-violent crisis intervention,
• classroom management,
• positive behavioral supports,
• instructional practices,
• CPR
• First Aide
• Other training as deemed appropriate for the given student population assigned.
• TSS will be trained in the ability to de-escalate students and situations to provide replacement strategies/skills to ensure the safety of all students and staff members so that the student will only need the use of a therapeutic hold as the last resort.
• TSS are required to have a valid Fingerprint Clearance Card as a requirement to work with children in the State of Arizona.

Physical Requirements

• TSS must be able to lift a minimum of 140 pounds from the standing position,walk up and down stairs,
• Walk, Talk, Sit, and Stand, Crouch, kneel, and crawl, on occasion do other activities as determined by students’ needs.

 Additional Criteria

• All TSS are subject to pre-employment and random drug screenings
• Successful completion of a background check and ongoing OIG monitoring
• prequalification screenings as determined by  Austin Centers

Position Title: Occupational Therapist 

Reports To: Related Services Director 

Revision Date: 10/7/24

Summary

• To provide treatment therapy to eligible students; to provide occupational training and information to teachers and staff; and to assist in the assessment of students.**This position will be a floating role and will require 2 days at our Paradise Valley location

Essential Functions

• Provide occupational therapy to eligible students to achieve specified educational objectives
• Ability to accurately and efficiently document student evaluations, treatment plans, and progress notes in compliance with professional and regulatory standards, ensuring clear and concise communication of clinical findings and recommendations
• Ability to work independently and to establish and maintain effective and cooperative working relationships with district personnel and other team members
• Consult with teachers and occupational therapists to assist with the evaluation and potential solutions to treatment and therapy problems for students and for adherence to the Individual Education Plan (IEP)
• Prepare documentation (i.e. weekly attendance records, progress data collection, etc) to provide written verification and documentation of progress
• Travel between sites, as assigned, to perform therapeutic activities
• Attend assigned meetings and/or in-services to gather information needed to perform job functions
• Perform other related duties, as assigned, to ensure the efficient and effective functioning of the work unit
• Regular and on-time attendance required

Skills Required

•  Developmental, pediatric of school-based experience preferred
• Ability to contribute and participate in the assessment, intervention and documentation process
• Ability to effectively communicate (verbal and written)
• Ability to work independently and to establish and maintain effective and cooperative working relationships with district personnel and other team members

Education and/or Experience

• Must have graduated from an accredited Occupational Therapy education program, approved by the American Occupational Therapy Association.
• Valid Arizona Board of Occupational Therapy Examiner’s License.
• Experience with the School Based Medicaid Program preferred.
• Experience with eIEP-pro software preferred.
• 2-3 years’ experience working in a Microsoft applications environment (ex: Word, Excel)
• Valid AZ Driver’s License

Physical Demands

While performing the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move up to 25 pounds of materials, etc. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

Work Environment
The Work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

Position Title: Certified Occupational Therapist Assistant

Reports To: Occupational Therapist 

Revision Date: 10/7/24

Summary

• To provide treatment therapy, as defined by the occupational therapist, to eligible students; to provide occupational training and information to teachers and staff; and to assist in the assessment of students. **This position will be a floating role and will require 2 days at our Paradise Valley location

Essential Functions

• Provide treatment therapy to eligible students to achieve specified educational objectives as defined by the occupational therapist
• Consult with teachers and occupational therapists to assist with the evaluation and potential solutions to treatment and therapy problems for students and for adherence to the Individual Education Plan (IEP)
• Assist in the evaluation and assessment of eligible students to determine appropriate treatment therapies to achieve objectives
• Confer with assigned occupational therapist to assist in the evaluation of students’ progress and to update IEPs
• Prepare documentation (i.e. weekly attendance records, progress data collection, etc) to provide written verification and documentation of progress
• Travel between sites, as assigned, to perform therapeutic activities
• Attend assigned meetings and/or in-services to gather information needed to perform job functions
• Perform other related duties, as assigned, to ensure the efficient and effective functioning of the work unit
• Regular and on-time attendance required

Skills Required

• Accredited college graduate or technical training program for Occupational Therapy Assistant
• Valid Arizona driver’s license
• Developmental, pediatric of school-based experience preferred
• Ability to contribute and participate in the assessment, intervention and documentation process
• Ability to effectively communicate (verbal and written)
• Ability to work independently and to establish and maintain effective and cooperative working relationships with district personnel and other team members

Education and/or Experience

• Associate’s or Bachelor’s Degree from an accredited Occupational Therapy program.
• Experience with the School Based Medicaid Program preferred.
• Experience with eIEP-pro software preferred.
• 2-3 years’ experience working in a Microsoft applications environment (ex: Word, Excel)

Physical Demands

While performing the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move up to 25 pounds of materials, etc. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

Work Environment
The Work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.