1.0 FTE Special Education Intensive Learning Program (ILP) Teacher

Lexington Public Schools•Lexington, MA

7d•Onsite

About The Position

The ILP teacher coordinates and provides children with autism spectrum disorders and related disabilities instruction in academic, social language, motor, self-help, leisure, and life skills. This role involves providing systemic, individualized instruction in an intensive learning environment with frequent hands-on practice in a variety of settings using a 1:1 or 1:2 ratio. The teacher will employ Applied Behavior Analytic (ABA) methodologies and incorporate evidence-based curricula, using data to inform instruction and IEP development. Responsibilities include coordinating with general educators, directing classroom support staff, participating in safety training, overseeing IEP implementation, and conducting formal assessments.

Requirements

Master’s degree in special education preferred.
DESE certification in severe special needs required; DESE certification in moderate special needs and previous experience will also be considered if severe license is pursued within the first year of employment.
Good organizational and communication skills.
Experience in delivering 1:1 and small group instruction.
ABA training with experience successfully implementing each instructional format is required.
A minimum of three (3) years of experience working with children diagnosed with ASD.
Leadership experience/skills.
Experience working in an intensive instructional classroom serving students with ASD required.

Responsibilities

Provide systemic, individualized instruction in an intensive learning environment with frequent hands-on practice in a variety of settings in a consistent manner using 1:1 or 1:2 ratio.
Teach critical skills across settings to assist students to generalize academic, social, communication/language, health, safety and adaptive life skills in relevant contexts.
Employ Applied Behavior Analytic (ABA) methodologies to teach skills across a student’s day.
Provide instruction in a variety of formats (task analysis, discrete trial, incidental teaching, group instruction) and incorporate other evidence-based curricula that best suit the individual student’s learning style informed by data.
Coordinate and facilitate communication with the general educator as necessary.
Direct classroom support staff while communicating with administrators as needed.
Meet weekly with support staff to review student data and programs, curriculum, and student behavioral issues.
Participate in district-provided safety and de-escalation training.
Utilize skills and strategies as needed and in accordance with behavior management plans.
Oversee implementation of the IEP for students on caseload.
Conduct formal assessments (e.g. VB-MAPP, WIAT) in accordance with reevaluation cycles, or when deemed necessary.
Use data to contribute to the development of the IEP for students on caseload and conduct necessary and assigned assessments to provide data for IEP development.
Performs other related duties as required, directed, or as the situation dictates.