Autism Program Specialist - High School

The Portable Classroom Incorporated; Wakefield (MA); On-site; USD 60,000 - 80,000; Full time

Job summary

An educational institution in Massachusetts seeks a Lead Special Education Teacher for the High School STRIVE Program focused on students on the Autism Spectrum. The role includes developing IEPs, collaborating with staff and parents, and implementing effective teaching strategies. Candidates must have a Special Education Certification and experience with Autism or Communication Disorders. Strong communication and organizational skills are required, and knowledge of ABA techniques is preferred. This position offers a unique opportunity to make a significant impact on students' lives.

Qualifications

• Severe Disabilities license highly preferred.
• Experience with ABA techniques preferred.
• Strong communication and problem-solving skills required.

Responsibilities

• Develop and implement high-quality Individualized Education Plans (IEPs).
• Maintain documentation and create lesson plans aligned with curriculum.
• Support students’ access and academic progress in a general education setting.
• Lead and support paraprofessionals assigned to the program.

Skills

Special Education Certification

Experience with Autism

Experience with Communication Disorders

Interpersonal skills

Organizational skills

Education

Special Education Teacher Certification

Job description

POSITION SUMMARY:

Lead special education teacher for the High School STRIVE Program, which serves students on the Autism Spectrum in a substantially separate setting. Collaboration and consultation with BCBA, general education teachers, therapists, administration and parents will be an integral part of this role. A successful candidate will monitor student progress with relevant data and design instruction to meet students’ academic, social/emotional and behavioral needs.

REPORTS TO:

High School and Special Education Administration

PERFORMANCE RESPONSIBILITIES:

• Develop and implement high-quality Individualized Education Plans (IEPs);
• Maintain accurate and current documentation; create lesson plans aligned with the curriculum Frameworks to ensure skill building;
• Implement Applied Behavioral Analysis techniques;
• Create data management techniques to collect and analyze data for the purpose of tracking academic, behavioral, and functional skill progress and adjust instruction practices based on data;
• Implement assistive technology devices and programs for communication and learning;
• Perform evaluations for eligibility for Special Education;
• Complete informal and formal diagnostic assessments and make recommendations for IEP programming and scheduling based on results;
• Frequent and ongoing parent communication and collaboration to support student success.
• Participate in and at times, lead special education meetings with the purpose of developing IEPs specific to the needs of students;
• Support the process of creating MCAS Alternate Assessment Portfolios;
• Ensure compliance with all aspects of student IEPs
• Support students’ access and academic progress in the general education setting. Facilitate inclusion opportunities that provide access and opportunities for social development with peers.
• Design and deliver specialized core academic support in a 1:1 or small group setting.
• Lead and support paraprofessionals assigned to the program to support students in small group and inclusion settings. Provide specific direction related to approach and progress monitoring.

KNOWLEDGE, QUALIFICATIONS, AND PERSONAL QUALITIES:

• Special Education Teacher Certification, Severe Disabilities license highly preferred
• Experience working with students with Autism and/or Communication Disorders who require specially designed academic and therapeutic support. ABA experience highly preferred.
• Possess strong interpersonal skills (communication, problem-solving, collegiality, collaboration)
• Strong organizational skills and willingness to be flexible to meet the needs of students.
• Advocate for student needs and support changes to student schedules, curriculum content and format and therapeutic approach based on student progress and data collection.

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position and additional duties may be assigned.