Substantially Separate Special Education (ALC Program)

Bellingham Public Schools•Bellingham, MA

About The Position

Academic Learning Center (ALC) Program– Grades 8-12 The Elementary School ALC program is a substantially separate program providing academic support for students' individual learning needs. The program provides evidence-based curriculum across all subject areas. The model is flexible to promote high rates of explicit instruction balanced with student pacing and tolerance for successful participation. The program has opportunities for pre-teaching basic concepts and vocabulary paired with spiraling of content. The ALC program includes specific and strategic data collection procedures based on student learning goals and objectives. Students in the ALC program benefit from small group instructions formats as well as organizational and study skills instruction.

Requirements

Excellent oral and written communication skills.
Working knowledge of state and federal special education laws, regulations and mandates.
Work collaboratively with staff, parents, administrators.
Excellent organizational skills.
Knowledge of trauma sensitive practices and ability to implement social skills groups.
Ability to implement and utilize positive behavioral intervention strategies.
Is physically able to participate and complete the District’s Behavioral Safety Training Program: SafetyCare, as well as CPR training and meet the Physical Employment Requirements of both.
Experience teaching students with Developmental Disabilities and Autism Spectrum Disorder (required).
Knowledge and familiarity with state and district curriculum standards (required).
Knowledge and familiarity of federal and state special education laws, regulations, and mandates (required).
DESE License as a Teacher of Students with Severe Disabilities Required (All Levels) or Moderate Disabilities with ability to work towards severe license, plus additional training in developing individualized modified curriculum for students with cognitive delays (required).

Responsibilities

Provide direct and indirect instructional support to students in a positive environment.
Develop and implement Individualized Educational Programs (IEPs) with measurable goals and objectives (SMART Goals).
Administer and interpret a variety of standardized academic assessments and construct professional assessment summary reports.
Adhere to and implement state and federal special education laws, regulations, and mandates.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies in accordance with the student’s IEP Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Develop plans for effective communication, monitoring, and follow-up of students in TLC program.
Provide crisis intervention, as needed, for students and those in TLC program.
Assist in collection of data for providing appropriate classroom interventions.
Serve as a member of a multidisciplinary team as appropriate.
Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
Maintain current techniques related to trauma sensitive learning environment.