Substantially Separate Teacher- STAR program

Qualifications:

• Masters degree strongly preferred
• Massachusetts Special Education Certification and Licensure
• Experience with students with severe disabilities including Autism Spectrum Disorder (ASD) Intellectual Disabilities and other disabilities and health needs.
• Knowledge of principles of Applied Behavior Analysis (ABA) Functional Communication Training (FCT) discrete trial training (DTT) precision teaching natural environment teaching (NET) task analysis and scripted teaching programs.
• Experience with alternative communication methods including AAC devices (LAMP ProLoquo2Go Pecs).
• Successful experience as a special educator including performing assessments using a variety of standardized protocols (VB-MAPP ABLLS-R AFLS as well as academic evaluations.
• Experience with social skill development self-regulation/self-management and activities of daily living skill development.
• Specialized reading training preferred- (Wilson Reading /Orton-Gillingham)
• Successful completion of QBS/SafetyCare training preferred.
• Knowledge of state and federal special education regulations.
• Effective organizational and interpersonal skills.
• Ability to work collaboratively with administrators and a multidisciplinary special education team including paraprofessionals general education teachers Occupational Therapists Speech and Language Pathologists Physical Therapists BCBAs family guardians
• Strong behavior management skills

Responsible to: Principal Special Education Team Leader Director of Special Education

Primary Functions: Coordinate all aspects of assigned special education program

Major Responsibilities:

1.0 Program Administration

2.0 Direct Instruction

3.0 Assessment/Pre-referral

4.0 Professional Expectations

5.0 Other

Details:

1.0 Program Administration

• Discuss students progress with parents teachers counselors and administrators

• Supervise and mentor paraprofessionals who work with students
• Collaborate with professional staff regarding their specific teaching therapeutic and supervisory responsibilities.
• Support MCAS administration for students within the program.
• Collaborate with Principals and Educational Team Leader to develop individual schedules to ensure compliance and most effective instruction.
• Collaborate with Principal and Educational Team Leader to support co-teaching models that provide inclusion experiences for students within the program.
• Ensure the implementation of administrative procedures related to PowerSchool; maintenance and security of student records for caseload.
• Prepare and help students and families transition from grade to grade.
• Collaborate with services providers including but not limited to: school psychologists school counselors speech and language specialists physical therapists occupational therapists vision/mobility therapists BCBAs.

2.0 Direct Instruction

• Plan prepare and teach lessons and activities as a class in small groups and 1:1 as needed in accordance with IEPs/Service Plans. Work cooperatively with other specialists/teachers to develop curriculum.
• Promote inclusion and equity of instruction in classrooms by implementing formative and summative assessments to track student progress. Use data to plan for instruction.
• Plan and supervise purposeful assignments for paraprofessional(s).
• Implement group and individual behavior plans.
• Adapt lessons and modify assessments for students with special needs.
• Meet regularly with the BCBA and other internal TEAM members regarding issues and concerns around student needs.
• Communicate regularly with families regarding service delivery and progress

3.0 Assessment/Pre-referral

• Participate in building-based Student Assistant Team (SATs) and support regulatory pre-referral activities by providing screenings as needed
• Perform cognitive and achievement assessments using a variety of standardized protocols including but not limited to Woodcock-Johnson WIAT etc.

4.0 Professional Expectations

• Develop and update IEPs throughout the school year to reflect students progress and goals. Chair annual IEP meetings for assigned students as needed.

• Attend all faculty meetings/in-services/professional development activities as scheduled

• Support and participate in all mandated DESE monitoring activities as requested; completion of required coursework Coordinated Program Reviews etc.

• Completes educational forms and reports as directed by the school and/or local educational agency.

5.0 Other

• Carries out any other appropriate responsibilities assigned.

Required Experience:

IC