About this role
Communication and Social Skills (CSS) Teacher – K–5 REPORTS TO: Principal and EC Director SUPERVISES: Instructional Assistants assigned to the CSS classroom/program, as applicable PURPOSE Under general supervision, provides generalized and specialized instruction and support to K–5 students with disabilities participating in the General Course of Study and receiving services through the Communication and Social Skills (CSS) Program. The CSS Teacher provides a structured, supportive learning environment designed to address students' academic, communication, social, self-regulation, and behavioral needs while supporting access to the least restrictive environment. The teacher develops and implements Individualized Education Programs (IEPs), provides specially designed instruction, monitors student progress, and collaborates with families and school teams to promote student independence and success. DUTIES AND RESPONSIBILITIES A. MAJOR FUNCTION: Instruction and IEP Implementation
• Develops and implements instruction aligned with the North Carolina Standard Course of Study and students' IEP goals.
• Provides specially designed instruction using individual, small-group, teacher-directed, peer-mediated, and other appropriate instructional formats.
• Modifies curriculum, materials, instruction, and the learning environment based on individual student needs.
• Maintains active student engagement through meaningful, appropriately paced instruction.
• Provides opportunities for students to participate with nondisabled peers and access the general education environment, as appropriate.
• Develops, implements, and monitors IEPs in accordance with state and federal requirements.
• Collects and analyzes student data to monitor progress and guide instructional decisions.
• Develops and implements individualized plans to support the inclusion of students with disabilities in general education settings to the greatest extent appropriate.
B. MAJOR FUNCTION: Communication, Social Skills, and Self-Regulation
• Ensures students have access to an effective functional communication system based on individual receptive and expressive communication needs.
• Provides frequent opportunities for students to initiate, respond to, and engage in meaningful communication throughout the school day.
• Implements individualized communication supports, including visual supports and augmentative and alternative communication (AAC), when appropriate.
• Provides explicit instruction in social communication, social relationships, self-regulation, self-monitoring, and executive functioning skills using appropriate evidence-based and district-approved curricula and practices.
• Collaborates with related service providers and other school staff to support consistent implementation of communication and social skills across settings.
C. MAJOR FUNCTION: Structured Environment and Behavior Support
• Establishes and maintains a highly structured, organized classroom with clearly defined instructional areas, routines, and expectations.
• Uses visual schedules, checklists, environmental supports, and other strategies to increase predictability, independence, and successful transitions.
• Considers students' sensory and self-regulation needs when designing the classroom environment and provides appropriate regulation spaces and supports.
• Uses proactive, positive, and evidence-based behavioral strategies to prevent or reduce challenging behavior.
• Implements reinforcement systems, environmental accommodations, behavioral supports, and Behavior Intervention Plans (BIPs) with fidelity.
• Teaches replacement behaviors, coping strategies, communication skills, and self-regulation skills rather than relying solely on reactive responses to behavior.
• Collects and reviews behavioral data to evaluate student progress and inform instructional and behavioral decisions.
• Responds to behavioral or safety concerns using approved de-escalation and crisis-response procedures.
• Maintains the safety and well-being of students and staff.
D. MAJOR FUNCTION: Collaboration and Program Implementation
• Collaborates with general education teachers, instructional assistants, related service providers, EC staff, administrators, families, and other members of the student's educational team.
• Provides direction and support to instructional assistants regarding classroom routines, student supports, data collection, and implementation of IEPs and behavior plans.
• Supports consistent implementation of student communication, instructional, social, and behavioral strategies across staff and environments.
• Communicates regularly with families regarding student progress and educational needs.
• Participates in IEP meetings, problem-solving meetings, professional learning, and other required school or district activities.
• Maintains required student records, progress-monitoring data, and documentation in accordance with district, state, and federal requirements.
• Participates in ongoing professional development related to evidence-based practices for students with communication, social, behavioral, and learning needs.
• Performs other duties consistent with the CSS Teacher role as assigned.
MINIMUM TRAINING AND EXPERIENCE
• Bachelor's degree from an accredited college or university.
• Valid North Carolina teaching license in Special Education: General Curriculum, or eligibility for appropriate licensure.
• Knowledge of specially designed instruction, IEP development and implementation, progress monitoring, and evidence-based practices for students with disabilities.
• Experience supporting students with significant communication, social, self-regulation, and behavioral needs preferred.
SPECIAL REQUIREMENTS
• Ability to implement individualized communication, academic, social, and behavioral supports with fidelity.
• Ability to collect, interpret, and use academic and behavioral data to guide instruction.
• Ability to collaborate effectively with families, school teams, and related service providers.
• Ability to maintain a safe, structured, organized, and supportive learning environment.
• Ability to respond appropriately to student behavioral and safety needs, including implementing district-approved crisis prevention and intervention procedures when required.
• Must maintain all required licenses, certifications, and professional development requirements.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to operate a variety of classroom and office equipment, including computers, copiers, calculators, communication devices, and adaptive equipment. Must be physically able to operate a motor vehicle when required for job-related responsibilities. Must be able to perform the physical activities necessary to provide instruction, supervision, and assistance to students throughout the school day. The position requires frequent walking, standing, sitting, bending, and movement throughout the classroom and school environment. Must be able to assist students with personal care, mobility, self-help, and safety needs when required. Must be able to implement district-approved safety and crisis-response procedures when necessary. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees.