Orchard Academy is a
creative and innovative outcome based transition program that promotes the
students’ optimal level of independence in his/her home and community by
teaching individualized, age appropriate life and employment skills to
successfully transition into adult living. Orchard Academy’s curriculum
integrates academics, habits of work, career development, and social-emotional
learning standards to assist young adults, ages 17-22 in their transition to
independent living and competitive employment.
· Illinois Teacher Certification Type 09 or 10.
· Endorsements in Learning Behavior Specialist I-Unlimited.
· A student-centered
professional with a high degree of energy, flexibility, initiative and
well-developed interpersonal skills.
· Experience with co-teaching, intensive models
of instruction and community/experiential-based instruction.
· Experience with students with a variety of
disabilities, including students with Autism, Emotional Disability, Intellectual
Disability, Specific Learning
Disabilities, Other Health Impairments and Speech or Language Impairments.
· Experience modifying and adapting general
education curriculum, providing services in varied environments, evaluating
student progress and prescribing remediation and intervention plans and
Experience in the implementation of
research based practices.
· Knowledge of
data-driven instructional practices.
Development and implementation of
Functional Behavioral Assessments and Behavior Plans.
· A positive attitude
and dedicated to the success of the students.
· Excellent written
and oral communication skills.
Previous experience in a transition
and academic/employment preparation setting desired.
materials and plan daily instruction appropriate to each class and
with team members to develop and modify goals/objectives for IEPs.
that goals/objectives are outcome-based, longitudinal, and measureable and,
when appropriate, are aligned with the Illinois State Learning
adapt, modify and sequence a variety of instructional activities to meet the
students' goals/objectives, which are based on the individual’s IEP.
desirable discipline standards in the classroom in an atmosphere conducive to
learning and assists when needed with student disciplinary control in other
school areas and community-based activities.
and maintain an atmosphere conducive to each student's emotional and
developmental skills, one in which each student can develop a sense of worth
assistance from the program director, principal, and other support staff
specialists to improve the instructional program or to assist in resolving
specific classroom challenges.
and maintain a non-aversive
behavioral management system for students and ensure consistent implementation across team members.
an environment, which accommodates the differing ways that student’s learn.
10. Establish and maintain parent-teacher communication by
preparing for and attending parent-teacher conferences and by initiating and
maintaining other necessary contact.
11. Communicate with parents and
elicit their input regarding educational planning, transition goals,
implementation plans, activities, and updates.
12. Communicate with IEP members
(i.e., parents, teachers, case managers, special service and related service
staffs) regarding services agreed upon in IEP meetings.
13. Coordinate and facilitates
transdisciplinary team meetings, multidisciplinary staffings, annual reviews,
transition meetings, parent conferences, and faculty meetings.
14. Maintain accurate records for students and perform duties
relative to pupil accounting assigned by the administration, including the
recording of attendance, grades, and evaluation data in a timely manner.
15. Develop and administer appropriate tests and report
performance to parents, administrators, and students.
16. Demonstrate a consistent method of
assessing student growth via the use of clear criteria, which is congruent with
student goals. Collect and summarize performance data on an ongoing basis and report performance to parents, administrators, and
17. Train paraprofessionals and provide in-service
training/consultation to staff.
18. Participate in faculty and in-service meetings.
19. Provide a specific program of safety-instruction, safety-testing,
and safety practice in each area of potential hazard as students prepare for
20. Is sensitive to the physical and learning disabilities of
students and takes appropriate measures to assist these students.
21. Serve as a role model for students in leadership,
scholarship, character development, and acceptance of responsibility.
22. Demonstrate flexibility given the demands of the day and the
23. Demonstrate awareness of post-secondary agencies and support
services to guide the transition planning process.
24. Perform other job-related duties as directed by the
considered complete when all required materials are submitted online, including
uploading the following:
Letter of interest
Three letters of reference
certificate(s) Please send documents to Timothy
Bobrowski, Program Director. Timothy_Bobrowski@orchardvillage.org