Teacher Special Educator, ASD (11 months), CRLS

Teacher Special Educator, ASD (11 months)

Office of Student Services/Cambridge Rindge & Latin School

Cambridge Rindge & Latin School Community:
Cambridge Rindge & Latin School (CRLS) is a comprehensive high school divided into four Learning Communities designed to promote high levels of learning and achievement for all students. Honors courses are offered in all core classes (English, History, Mathematics, and Science);
Advanced Placement (AP) courses are available to qualified students in grades 11 and 12.

The mission of the Cambridge Rindge and Latin School is to provide a quality education to every student through rigorous, comprehensive, and personalized teaching and learning. Working in partnership with families and the wider community, we maintain a nurturing, respectful, and safe environment where educators and students hold themselves to high standards. We value academic excellence, creativity, diversity, perseverance, collaboration, and responsible decision-making.

Within and across our learning communities, we prepare lifelong learners who participate thoughtfully, responsibly, and productively in a global, democratic society.

The special educator for the ASD sub-separate classroom is responsible for providing specially designed instruction to students on the autism spectrum within the sub-separate classroom based on the principals of ABA. The Autism Spectrum Disorder (ASD) Program is an eleven-month program designed for students diagnosed with an Autism Spectrum Disorder (ASD) in grades PK-12 who require intensive, specially designed instruction and support in order to access the curriculum.

Students served in the program have needs in multiple areas such as communication, social, behavior and academics.

Essential Duties and Responsibilities include the following:

• Provide direct and indirect instructional support to students on the Autism Spectrum in a positive environment.
• Demonstrate knowledge of researched based strategies and methodologies and employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
• Directly teach socially acceptable behaviors, social pragmatic skills and self-regulation skills as determined by the student's individualized education program (IEPs) and by employing techniques in an overall positive behavioral support system.
• Organize and maintain student data collection systems.
• Collect, graph, and analyze data to monitor student progress.
• Supervise the organization and maintenance of student data collection by paraprofessionals.
• Implement behavior management techniques; monitor, and evaluate the effectiveness of behavioral support plans.
• Provide paraprofessional staff with training and on-going supervision in ABA principles and strategies.
• Provide paraprofessionals with specific instruction regarding their responsibilities with regular feedback on performance.
• Complete annual evaluations for paraprofessionals.
• Design and implement programming for discrete trial training and other appropriate skill acquisition procedures based on ABA principles.
• Demonstrate knowledge of subject matter in the Massachusetts Curriculum Frameworks for Math, Science, Language Arts, History and Social Studies.
• Adapt the Massachusetts Curriculum Frameworks as needed.
• Integrate technology within instruction to increase student comprehension and interest.
• Consult and collaborate with general education staff, related service providers, and specialists around differentiated instruction, curricula and environmental modifications.
• Foster and support the inclusion of students into general education classrooms.
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
• Demonstrate ability to consult, collaborate and work with a multidisciplinary team.
• Assist parents in accessing community resources to enrich their child's learning and actively involve parents in all areas of planning for their child's education.
• Plan and coordinate parent education and training and provide after school parent training and home support as required and/or needed.
• Administer and interpret formal and informal education assessments and prepare written assessment reports.
• Confer with parents, administrators, testing specialists, counselors, and other related service professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
• Chair team meetings, develop Individual Education Programs (IEPs - goals and objectives) and complete all required documentation in a timely manner.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Perform related work as required.

As the incoming ASD Special Educator, you will possess many, though perhaps not all, of the following characteristics and…