Special Education Teacher; RISE

Job Description

This position is for our RISE Program for students with Autism Spectrum Disorder (ASD).
Salary schedule isset based on education and professional experience. Apply online and best of luck!

JOB TITLE: Special Education Teacher (RISE)

REPORTS TO: Principal and Special Ed Administrator

LOCATION: ABECC

GENERAL DESCRIPTION: The special education teacher is responsible for delivering high quality, specialized instructional experience consistent with the curriculum standards of the school district and state. The specialized instruction will look different depending on whether it's inclusion or a sub‑separate program setting. The school district has multiple programs across 8 schools.

• Massachusetts certification in specific area(s)
• Severe licensed preferred, but not mandatory
• Experience working with students with Autism Spectrum Disorder, mandatory

• Provide learning experiences in a subject area, guided by the Massachusetts Curriculum Frameworks and district standards and requirements, while creating an environment that is conducive to student learning.
• Maintain classroom management.
• Promote high standards and expectations for student achievement.
• Responsible for using innovative approaches, and instructional strategies including the effective use of technologies, to increase student learning and confidence to learn.
• Follows professional practices consistent with the district's policies in working with students, parents and colleagues.
• Attends and participates in faculty meetings and other assigned meetings and activities according to school policy.
• Maintains and improves professional competence through attendance at professional development events, and by self‑generated activities that meet district expectations and the requirements for re‑certification.
• Plan and instruct study skills, social skills (Social Thinking Program), bullying prevention and behavior skills.
• Write goals, objectives, present level of performance, progress reports and all appropriate documentation for students’ Individual Education Plans using ESPED.
• Provide general education teachers with copies of IEP, collaborate with general education teachers to understand student’s classroom needs, and consult.
• Maintain student data, notes, progress, behavior, and emotional status in the students’ binders.
• Be familiar with, utilize, and attend training in Applied Behavior Analysis (ABA).
• Understand, implement, and consult with general education teachers about students’ behavior plans and IEP information.
• Graph and analyze student data in collaboration with Board Certified Behavior Analyst (BCBA), general education staff, and support staff.
• Develop curriculum and lesson plans in the following areas: life skills, behavior, functional academics, social skills, study skills, incidental teaching methods, discrete trial Teaching (DTT), task analysis, and pre‑vocational skills.
• Collaborate with general education teachers to modify curriculum and assessments.
• Provide small group or 1‑1 instruction for students who are unable to access general education curriculum to include, but not limited to:
  Project Read, Touch Math, SRA.
• Train staff in collaboration with the BCBA.
• Use incidental/naturalistic teaching strategies, and least to most prompting to generalize students’ skills across settings.
• Consult with BCBA, therapy providers, support staff, and general education teachers on a regular basis.
• Conduct weekly program staff meetings.
• Maintain Safety Care certification.
• Create data collection methods and forms in collaboration with BCBA.
• Compile portfolios for MCAS‑Alt assessments.
• Conduct standard assessments, write reports and present findings at professional meetings to include functional behavior assessments.
• Maintain classroom wide tiered behavior plan and intervention system.
• Maintain organization, neatness, and physical space in the classroom with clearly defined academic and skill centers.
• Utilizing multi‑media approaches and technological applications ensure visual supports are embedded within the curriculum and classroom.
• Maintain a student specific school‑to‑home communication system.
• Develop and disseminate staff…