Job description

North Smithfield School DepartmentJob DescriptionPosition Title: SECONDARY LEVEL FUNCTIONAL LIFE SKILLS (FLS) SPECIAL EDUCATORReports to: Building Administrator and Pupil Personnel DirectorApproved by: Superintendent of SchoolsDate: September, 2022QUALIFICATIONS: 1.RI Secondary Special Education Teacher Certification (Severe Profound Preferred).2.Experience with Functional Life Skills programming and development (minimum 3 years experience).3.Experience with school-to-work transition programming (ORS, BHDDH) PERFORMANCE RESPONSIBILITIES: Functional Life Skills Teacher?Develop, design and supervise the implementation of functional and behaviorally based academic programs for students with a significant level of special needs. ?Write and maintain IEPs for students on your caseload.?Design (and supervise the implementation of) individualized self-care programs for students with limited mobility, sensory impairments and multiple disabilities. ?Maintain working understanding of alternate assessments (DLM). ?Use functional behavior assessment to write positive behavior support plans for students with multiple target behaviors.?Conduct 3-year evaluations and be prepared to present at ET meetings.?Develop and implement work-based experiences for students within the building and community.?Maintain all Career Development Plans.?Prepare all necessary documentation for ORS/BHDDH and set up meetings to discuss with families.?Work collaboratively with job coaches, transition coordinator and any and all staff working with students.?Maintain organized record keeping for all students.Maintains sensitivity to variations in student abilities and learning styles to facilitate mastery of curricula objectives.Organizes the learning environment to optimally accommodate the special needs of participating students.Maintains all compliance-related records as required.Maintains confidentiality regarding pupil status and student records unless disclosure serves professional purposes or is required by law.Demonstrates a functional knowledge of The Rhode Island Regulations of the Board of Regents for Elementary and Secondary Education Governing the Special Education of Children with Disabilities, the Individuals with Disabilities Education Act 97, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act.Demonstrates knowledge of behavior intervention techniques and is able to apply behavior modification programs to alleviate and control individual and group behavioral issues.Assume other related duties as assigned by the Director of Pupil PersonnelServices.III.HEALTHY AND SAFE ENVIRONMENT?Collaborate with school administration and other appropriate staff to provide a safe and healthy environment for all students and staff.

IV.PROFESSIONAL DEVELOPMENT?Assumes responsibility for continuing education and professional development to assure updated skills.?Participates in professional organizations that enhance School Nurse-Teacher practice.?Contributes to the professional growth of others by providing appropriate in-service as needed.ENVIRONMENTAL CONDITIONSEnvironmental conditions are a means of describing the physical surroundings of a worker in a specific job. Exposure to hot, cold, wet, humid, or windy conditions, caused by the weather as is required when traveling from building to building. Hazards as may exist due to nursing duties and exposure to a variety of health situations. Noise Level 2 Quiet level of intensity.TEMPERAMENTSTemperaments for the purpose of collecting occupational data, are defined as personal traits required by a worker by specific job-worker situations.

The temperaments required for this position include: ?Directing Others Adaptability to accepting responsibility for the direction, control or planning of an activity.?Influencing People Adaptability to influencing people about the opinions, attitudes, or judgments about ideas or things.?Making Judgments Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.?People Adaptability to dealing with people beyond giving and receiving instructions.?Performing Under Stress Adaptability to performing under stress when confronted with emergency, critical, unusual, or dangerous situations; or in situations in which working speed and sustained attention are make or break aspects of the job.?Performing a Variety of Duties Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.PHYSICAL DEMANDSPhysical demands are a way of describing the physical activities that a job requires.Rating Key: ?Occasionally up to 1/3 of the time?Frequently from 1/3 to 2/3 of the time?Constantly 2/3 of the time or more1.Strength Light Lifting 20 pounds maximum with frequent lifting and/or carrying of objects weighting up to 10 pounds.2.Standing (F)3.Sitting (O)4.Walking (F)5.Lifting (O)6.Stooping (F) Bending the body downward and forward by bending the spine at the waist.7.Kneeling (O) Bending the legs at the knees to come to rest on the knee or knees.8.Crouching (O) Bending body downward and forward by bending legs and spine.9.Reaching (F) Extending the hand(s) and arm(s) in any direction10.Handling (F) Seizing, holding, grasping, turning or otherwise working with hand or hands.11.Fingering (F) Picking, pinching, or otherwise working with fingers primarily.12.Feeling (F) Perceiving attributes of objects such as size, shape, temperature or texture by means of receptors in skin, particularly those of fingertips.13.Talking (C) Expressing or exchanging ideas by means of the spoken word.14.Hearing (C) Perceiving the nature of sounds by the air.15.Near Acuity (C) Clarity of vision at 20 inches or less.16.Accommodation (O) Adjustment of lens of eye to bring an object into sharp focus.17.Color Vision (O) Ability to identify and distinguish colors18.Field of Vision (O) Observing an area that can be seen up and down or right to left when eyes are fixed on a given point.GENERAL EDUCATION DEVELOPMENTGeneral educational development embraces those aspects of education (formal and informal) which contribute to the workers reasoning development and ability to follow instructions. This is education of a general nature. Ordinarily, such education is obtained in elementary school, high school, or college. However, it derives also from experience and self-study.

Ratings are based on a low of 1 and a high of 6.REASONING LEVEL 5Ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of technical instructions in mathematical or diagrammatic form. Deal with several abstract and concrete variables.MATHEMATICS LEVEL 4ALGEBRA: Deal with system of real numbers; linear, quadratic, rational, exponential, logarithmic, angle and circular functions, and inverse functions; related algebraic solution of equations and inequalities; limits and continuity, and probability and statistical inference.GEOMETRY: Deductive axiomatic geometry, plane and solid; and rectangular coordinates.SHOP MATH: Practical application of fractions, percentages, ratio and proportion, mensuration, logarithms, slide rule, practical algebra, geometric construction, and essential of trigonometry.LANGUAGE LEVEL 5READING: Read literature, books, and play reviews, scientific and technical journals, abstracts, financial reports, and legal documents.WRITING: Write novels, plays, editorials, journals, speeches, manuals, critiques, poetry, and songs.SPEAKING: Conversant in theory, principles and methods of effective and persuasive speaking, voice and diction, phonetics, and discussion and debate.SPECIFIC VOCATIONAL PREPARATIONFor the purposes of rating jobs, training time is defined as the amount of general education development and specific vocational preparation needed for average performance on a job. Ratings are based on a low of 1 and a high of 9.

Level 8 is required for this position, which is over 4 years and up to and including 10 years.APTITUDESSpecific capacities/abilities of an individual in order to learn or perform adequately in a task or job duty. Ratings are based on a low of 5 and a high of 1.?Intelligence: General learning ability Level 2 Above average ability required.?Verbal: Ability to understand meanings of words and ideas associated with them, and to use them effectively Level 2 Above average ability required.?Numerical: Ability to perform arithmetic operations quickly and accurately Level 3 Average ability required.?Spatial Perception: Ability to comprehend forms in space and understand relationships of plane and solid objects Level 3 Average ability required.?Form Perception: Ability to perceive pertinent detail in objects or in pictorial or graphic material Level 2 Above average ability required.?Clerical Perception: Ability to perceive pertinent detail in verbal or tabular matter Level 2 Above average ability required.?Motor Coordination: Ability to coordinate eyes and hands or fingers rapidly and accurately in making precise movements Level 3 Average ability required.?Finger Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately Level 3 Average ability required.?Manual Dexterity: Ability to move the hands easily and skillfully Level 3 Average ability required.?Eye/Hand/Foot Coordination: Ability to move the hand and foot coordinately with each other in accordance with visual stimuli Level 5 Below average ability required.?Color Discrimination: Ability to perceive or recognize similarities or differences in colors, or in shades or other values of the same color or to identify a particular color Level 4 Below average ability required.Note: The above description has been developed based on the guidelines as defined by the Americans with Disabilities Act (1990). Essential functions, tasks, and activities were identified through on-site analysis and confirmation from the employer. This description is intended to indicate the kinds of tasks and levels of work difficulty that will be required or positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be.

It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.

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