A resource support program (RSP) teacher works with identified special education students who may receive services in the special education and or general education settings. The RSP teacher, in collaboration with the general education teachers design and implement services to meet the needs of the students with a variety of disabilities such as autism, cognitive deficits, behavioral disabilities, and specific learning disabilities.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Develop and maintain compliant individual education plans (IEPs) and other compliance documents.
• Develop, implement, and adjust appropriate programming to provide access to a student’s least restrictive environment (LRE).
• Provide interventions and systematic purposeful instruction at students’ instructional levels, linking district initiatives and grade level expectations to IEPs.
• Coordinate with general education teachers to address students’ instructional needs in order to support further involvement in core instruction.
• Design and implement intervention based on student assessment and evaluation.
• Collect and utilize data and frequent ongoing progress monitoring systems to inform instructional decisions or revisions.
• Design and implement appropriate accommodations and modifications.
• Train and supervise paraeducators.
• Provide individualized inclusion opportunities.

The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.

EDUCATION AND EXPERIENCE

A current Washington state teaching certificate with a special education endorsement

ADDITIONAL REQUIREMENTS:

Work scheduled hours on a consistent basis

PREFERRED QUALIFICATIONS:

Training or experience in serving students with mild to moderate disabilities
Proficiency in conducting functional behavior assessments and developing behavior intervention plans
Training and/or experience teaching students who have been impacted by trauma and neglect
Bilingual

KNOWLEDGE OF:

School board policies and procedures
Computer systems and various software programs
Evidence-based classroom and behavior management practices

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee will frequently be required to reach, bend, stoop, squat, kneel, handle/grasp, talk, and hear. The employee will occasionally be required to stand, walk, sit, climb stairs, lift and reach overhead, twist torso and neck, and fine motor manipulation. The employee will occasionally be required to lift/carry a maximum of 50 pounds. The employee will occasionally be required to push/pull a maximum weight of 100 pounds. Anything over the weight limits will be performed as a two-person lift or with a mechanical lift.
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.
While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The employee will experience constant interruptions; required to meet deadlines. The employee will be exposed to infectious diseases carried by students and exposed to unpredictable students who may grab or bite. The noise level in the work environment is usually moderate.

CLASSIFICATION HISTORY

Update 12/2015
Update 1/2017
Updated Right Response language 07/2017
Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.
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• Develop and maintain compliant individual education plans (IEPs) and other compliance documents.
• Develop, implement, and adjust appropriate programming to provide access to a student’s least restrictive environment (LRE).
• Provide interventions and systematic purposeful instruction at students’ instructional levels, linking district initiatives and grade level expectations to IEPs.
• Coordinate with general education teachers to address students’ instructional needs in order to support further involvement in core instruction.
• Design and implement intervention based on student assessment and evaluation.
• Collect and utilize data and frequent ongoing progress monitoring systems to inform instructional decisions or revisions.
• Design and implement appropriate accommodations and modifications.
• Train and supervise paraeducators.
• Provide individualized inclusion opportunities