Therapeutic Classroom Supervisor JobID: 328

• Position Type:

  Support Staff/ Special Education Assistant

• Date Posted:

  8/20/2024

• Location:

  VSCSD Tilford Elementary School

• Date Available:

  08/26/2024

    

Vinton-Shellsburg Community School District

Job Description: Therapeutic Classroom Supervisor

REPORTS TO: Primary: Building Principal

Secondary: Supervising Certified Teacher

FLSA STATUS: Non-Exempt - Hourly

STATUS: Full Time

DATE REVISED: August 20, 2024

BASIC FUNCTIONS:

The Iowa Department of Education defines a Therapeutic Classroom as “a classroom designed for the purpose of providing support for any student, with or without an Individualized Education Program (IEP), whose emotional, social, or behavioral needs interfere with the student’s ability to be successful in the current educational environment, with or without supports, until the student is able to successfully return to the student’s current education environment, with or without supports, including but not limited to the general education classroom. A school district may include therapeutic classrooms as part of its district’s or building’s tiers of social-emotional-behavioral health (SEBH) supports. The word “classroom” is a descriptor of an educational set of services that create the educational environment that may include but is not required to include a separate physical setting from other students. School districts are required to ensure therapeutic services are available, whether in-district or otherwise, to students who need those services to access or benefit from an education.”

-Excerpt fromhttps://educateiowa.gov/pk-12/learner-supports/therapeutic-classrooms

This position is responsible for providing proactive educational services in compliance with program guidelines, policies and procedures for children who have been identified by a multidisciplinary team. The Therapeutic Classroom Lead is responsible for collaborating with members of the multidisciplinary team to develop personalized Behavior Intervention Plans (BIPs) for all students assigned to the classroom. The Therapeutic Classroom Lead is also responsible for integrating instruction aligned to identified standards such as those found in Iowa core curriculum, Second Step curriculum, and/or designated SEBH or CASEL curriculums by creating lesson plans, developing, and implementing individual behavior intervention plans that meet the needs of every child served. This will include observing, assessing, and documenting each child’s progress. The Therapeutic Classroom Lead works in collaboration with school personnel to support each child’s developmental needs leading to an effective response to intervention (RtI) within our multi-tiered systems of support (MTSS) for social-emotional-behavioral health.

TERMS OF EMPLOYMENT:

• Working days dependent on assigned student’s attendance.

• The VSCSD Board of Directors establishes hourly wage & work year.

EVALUATION: The Building Principal evaluates the performance of this job.

GENERAL RESPONSIBILITIES:

• Provide comprehensive services for children identified to attend sessions of the Therapeutic Classroom.

• Strictly follow standards of confidentiality and ethics when working with children, parents, and peers.

• Observe, document, and finalize each child’s plan whether it be an IEP or other designated plan.

• Provide documentation to accurately measure progress toward intended outcomes.

• Be responsible for maintaining active supervision of children, and providing ongoing communication with parents, including home visits as needed, parent conferences and other events.

• Help students that may enter the Therapeutic Classroom in a dysregulated state stabilize themselves through cross-hemispheral reset activities or de-escalation strategies.

• Partner with parents and school personnel to establish child goals and present results of the child’s progress towards meeting the goals using the assessment tools.

• Assist parents by providing individualized strategies in order to continue curriculum learning and progress towards meeting child goals in the home. Communicate with parents regarding the child’s overall development including the child’s successes and areas of needed improvement.

• Adhere to all aspects of Iowa Code 281-14.13(2) Therapeutic classroom requirements. For state cost reimbursement and reporting purposes, a therapeutic classroom shall:

• Serve on a multidisciplinary team who collaborates regularly to support design, implementation and decision-making regarding therapeutic program supports including but not limited to an individual qualified to conduct diagnostic assessments and support SEBH programming for individuals with social-emotional concerns;

• Utilize practices that enhance positive childhood experiences;

• Clearly articulate and teach behavioral expectations and routines;

• Regularly assess social-emotional competencies through targeted individualized instruction, small group social-emotional instruction, or both;

• Develop and implement individualized BIPs based on FBAs and trauma-informed practice;

• Regularly engage with families to review progress and make decisions for more or less restrictive programming;

• Provide support for generalization of strategies learned by students to transition to less restrictive supports/settings as the goal of the Therapeutic Classroom. Supports include opportunities to practice social-emotional skills in natural contexts with similar age/grade peers.

PHYSICAL REQUIREMENTS:

• Able to communicate effectively via a telephone and email in a clear, precise manner.

• Able to write and record reports utilizing basic computer functions.

• Able to climb stairs or stand and walk for extended periods of time.

• Able to sit, reach, carry, push, bend body at waist, bend both knees, twist, and stoop while handling items.

• Able to read and interpret policies, procedures and employee handbook.

• Able to lift up to 50 pounds using proper lifting techniques.

• Ability to utilize specialized equipment for lifting, standing or transporting students with special needs.

• Able to work outdoors for periods of time to perform functions such as Bus Duty and Recess Supervision.

• Able to hear and speak in order to communicate with students, parents, co-workers, and supervisors.

• Occasionally operate office equipment such as copiers, lamination machine, and binding equipment.

WORKING CONDITIONS:

• Primary work setting is the Assigned Attendance Center but duties at times may require working within various attendance centers in the district or accompanying students to special events such as work experience or field trips.

• May be required to ride a school bus or drive school vehicles to carry out responsibilities of the position.

• Able to work outdoors for periods of time to perform functions such as Bus Duty and Recess Supervision.

• May be required to work additional hours as required for special events or during certain times of the year.

• Primary focus is work with one on one student when in attendance.

The statements contained herein describe the scope of the responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time unless restricted by a negotiated contract.