Lead Special Ed Teacher

The Lead Special Education Teacher is responsible for developing and implementing Individualized Education Programs (IEPs) and assisting the EBSC with the development of Behavior Management Guidelines (BMGs) and Behavior Intervention Plans (BIPs) designed to meet students individual needs across skill areas. The Lead Special Education Teacher is also responsible for supervising ABA Teachers (ABATs) ensuring that student progress is evaluated systematically and that the findings are used to make students programs more effective. The Lead Special Education Teacher serves as the primary liaison for communication with parents/legal Responsibilities:Ensures the supervision and safety of the CALM certification and uses CALM techniques to maintain competency on foundational ABA concepts/skills contained in the 90-Day teaching high-quality work with minimal recognizes the accomplishments and contributions of others. Accepts performance feedback gracefully. Plans quarterly field trips and weekly community necessary documentation (e.g. Salesforce) per protocol. Assists students with Activities of Daily Living including showering and in swimming all students have items needed throughout the school day (e.g. meals for free/reduced lunch toothbrush water bottle AAC device edible reinforcers extra clothes).Can lift half of their own body weight. Drives students and staff in school vehicles to community locations as that the classroom participates in zones during arrival and dismissal. Adheres to the Crossroads Employee other duties as requested by supervisor(s).Supervisory Responsibilities:Develops staffing and classroom schedules to ensure proper implementation of IEPs. Ensures schedules are posted and followed by ABATs including what programs are taught to each student during each time a leadership role at all times (e.g. in the classroom during school events on community outings)Reads and initials home notes for each student every morning after EBSC in the development of transition plans. Ensures staff implement clinical and educational programming with a high level of fidelity. TrainingoProvides behavior skills training per 90-Day checklist for new ABATs including float training on other skills as they are identified to individual ABATs or the class as a whole. Ensures classroom has the following and that they are kept up-to-date:oEssential Postings Bulletin BoardoGo BagsoCurriculum Frameworks AreaConducts annual performance evaluations for ABATs. If BCBA credential is obtained during tenure in role may assist in the supervision of staff obtaining behavior analytic ABATs meet required a well-organized classroom and ensures the professional presentation of student notebooks supplies and performance feedback as necessary. Clinical and Educational Responsibilities:IEPs & Curriculum DevelopmentoWrites IEPs for all assigned students following timelines. oDevelops curriculum and materials in accordance with the principles of ABA best practices in Special Education and students curriculum with the most appropriate assessments for a 3-year re-evaluation for special education testing for all informal assessments as necessary throughout the Day Meetings oSolicits information and agenda items from parents five school days prior to Student Day the ABATs complete Student Day Packets per the agenda and sends to parents with the Student Day Packet per the Student Day Meeting by following the prepared follow-up from the meeting is completed per the all students have appropriate individualized programming for all areas assessed by MCAS-Alt MCAS On Demand Testing and ensures students receive all accommodations outlined in their & Progress MonitoringoEnsures ABATs enter data daily into the graphing identifies when behavior is progressing and not clinics to problem-solve lack of progress with skill acquisition curriculum and materials in a timely Reports oEnsures ABATs complete Progress Reports per the How to Write a Progress Report timely changes to programming suggested by the Progress Management oAssists EBSC in making data-based decisions for changes to behavior reduction programs. oAssists EBSC in the design and implementation of FBAs/FAs and the resulting BMGs BIPs and FCT with EBSC in the development of BMGs and data as specified in the IEP BIP and and actively participates in weekly Teachers Meetings held by the Education bi-weekly Case Management Meetings with follow up from the last Case Management Meeting and clinicsAt least once per two months checks in on goals from last performance evaluation and professional development for ABATs Reviews progress of Case Student(s)Sets due dates for new tasksoAttends and actively participates in weekly supervision meetings with daily Staffing Meetings to assist in providing coverage for staff and actively participates in monthly in-service trainings (until 4pm) and related service consistency meetingsoAnalysis an agenda ahead of timeLeads the meetingReviews follow up from the previous weekReviews the calendar for upcoming information from other meetings with the the rest of the agenda follow up for the next :Follow lines of communication specified in the Organizational relevant information with colleagues and questions when something is unknown or recognize the accomplishments and contributions of performance feedback and respond to email confidentiality and maintain a high standard of support for as an ambassador for Participation and Timeliness:Demonstrate punctuality and an appropriate attendance and approves timecards according to school assigned deadlines without and actively participate in monthly in-service trainings until Crossroads events (e.g. Open House Annual 5K Walk/Run).Educational and Experiential Requirements:Masters in education behavior analysis or related field Massachusetts teaching certification.3-5 years teaching experience in the field of autism or education and Ability Requirements:Excellent oral and written communication to work independently and as a member of a to multitask and prioritize to meet of computer skills including Microsoft Word Excel and compassionate hard-working and punctual. Interest in building a career in nonprofit service for individuals with developmental Requirements:The ability to move quickly and confidently to intervene when protective holds and/or movements are ability to pursue a bolting ability to successfully complete CALM training which requires:oLifting half of body weightoPivotingoSquattingoKneelingRemaining in kneeling position for an extended timeStanding from kneeling while supporting student weight without pushing off ground with handsoShuffling frontwards and backwardsoAssisting a student to the floor (Only used in the school)oStabilizing a student in a standing seated prone or supine position (Only used in the school)