Logan Thomas

The Integrated Services teacher is responsible for instructing academic functional classes within Integrated Services, ensuring alignment with District and state content standards through the following practices:

• Instruction & Curriculum: Develop and implement individualized course content, lesson plans, and classroom activities for students with a wide range of skills in one-on-one and group settings.
• IEP Management: Lead the development of Individualized Education Plan (IEP) goals, objectives, and transition plans while ensuring all staffing and meetings remain in strict compliance.
• Team Collaboration: Supervise and direct special education paraprofessionals and collaborate with administrators, outside agencies, and families to improve student outcomes.
• Classroom Management: Maintain a secure, inclusive learning environment by monitoring social-emotional progress, administering discipline, and providing physical assistance or de-escalation as needed.
• Documentation & Assessment: Evaluate the success of specialized instruction through consistent monitoring and documentation of academic and behavioral data.

The Intensive Learning Center Teacher of Students with Disabilities provides specialized instruction and support to enable students to be included in the general education curriculum to the greatest extent through the following practices:

• Instructional Leadership: Deliver robust, differentiated instruction and research-based interventions across general education and intensive learning settings to maximize student inclusion in the core curriculum.
• IEP Management & Compliance: Lead the development, implementation, and maintenance of standards-based IEPs, ensuring 100% compliance with state and federal legal requirements.
• Data-Driven Decision Making: Administer formal and informal assessments to evaluate functional and academic skill levels, utilizing ongoing progress monitoring to drive instructional adjustments.
• Behavioral Support: Implement Positive Behavior Interventions and Support (PBIS) and classroom management strategies to maintain a safe, productive learning environment.
• Collaborative Partnership: Supervise and mentor paraprofessional staff while maintaining proactive communication with families and multidisciplinary teams to improve student outcomes.
• Life Skills Development: Instruct students in essential daily living skills, including hygiene, safety, and food preparation, to promote long-term independence and self-sufficiency.

The role of a special education paraprofessional is to:

• Assist general education and/or special education teachers in obtaining educational goals for students and maintaining a safe and comfortable environment conducive to learning.
• Reinforce curriculum, activities, and/or skills with small group of students or one-on-one, and collaborate with teacher to implement lesson plans and/or to determine appropriate modifications and/or accommodations for individual students.
• Supervise students in various school locations and activities. Supervise student behavior and safety, and implement discipline and emergency procedures as needed.
• May assist teacher with clerical and organizational duties.

The Community Coordinator (CC) is a live-in, paraprofessional staff member that serves the residents of University Housing’s apartment communities.

CCs build a community in their assigned area, inclusive of all students and their partners/spouses, children, and other live-in residents. CCs provide intentional programming throughout the year to support community-building and help residents create and sustain connections with their neighbors and the broader CSU and Fort Collins communities.

Within this position, CCs engage in critical thinking and problem-solving to address community needs, and to provide support to residents. CCs serve in an on-call duty rotation.

A Resident Assistant (RA) is a live-in student staff member in University Housing, Housing & Dining Services.

A RA’s primary role is to facilitate the creation of a positive residence hall environment which supports students’ transition, academic, and personal success. In order for this environment to develop, RAs must make significant, quality connections with their residents, help residents know each other, and connect residents to the resources and opportunities of the larger Colorado State University campus.

Strategies for success include maintaining individual and group contact, possessing a thorough knowledge of campus resources, planning and implementing diverse activities, leadership development, and responding to community and individual concerns.