Substantially Separate Special Education Teacher (FLC Program) - Elementary

Bellingham Public Schools•Bellingham, MA

3d•Onsite

About The Position

The Elementary Level FLC program services students in K-3. Students in this program receive the majority of their instruction outside of the general education/inclusion classroom. In the substantially-separate setting students access individualized programming in a 1:1 or small group format. Individualized programming may target academic, social, behavioral, pre-academic, social pragmatics, communication, sensory-motor, executive functioning, activities of daily living and independence skills as deemed appropriate by the IEP team. Students who participate in the substantially separate component of the FLC program require intensive, direct, specialized instruction throughout the school day. Methodology modifications may include applied behavior analysis, incidental teaching, discrete trial training, functional communication training, social communication instruction and small group instruction. Student’s progress is monitored based on data collection relative to individualized goals and objectives. Students in the program will carry a diagnosis that may be categorized within the domains of developmental delay, intellectual disability, neurological disability, or other diagnoses that result in needs in these areas. FLC classrooms are led by a special education teacher and para-educators. Related service providers are also available to provide consultation and support students based on their individual IEP goals. These service providers include (not limited to) Speech-Language Pathologist, Occupational Therapist, Physical Therapist, School Psychologist, BCBA, and Adjustment Counselor. Consultation regarding Assistive Technology support is also available.

Requirements

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

Responsibilities

Work collaboratively as a member of the educational team
Timely development and implementation of Individual Educational Plans (IEPs)
Ensure that all components of the students’ lessons, Behavior Support Plan, and IEPs are implemented.
Administer and interpret standardized and informal assessments, including but not limited to language, academic, social/emotional, adaptive, and self-help assessments.
Write assessment reports based on the findings of these assessments.
Collect and analyze data to develop, implement, and monitor individualized skill acquisition lessons
Develop measurable IEP goals and objectives in all domains of learning
Conduct behavioral observations and assist Board-Certified Behavior Analysts (BCBA) with developing Behavior Support Plans for students in the substantially separate classroom.
Implement Behavior Support Plans with students and model implementation for paraeducators.
Develop, coordinate, and oversee student program components for paraprofessionals working with the students.
Develop student schedules within the classroom.
Participate in ongoing consultation with Team Chair, paraprofessionals, Special Education and Regular Education teachers, and related service providers (BCBA, Speech and Language Pathologist, Occupational Therapist, Physical Therapist, Teacher of the Visually Impaired, and Orientation & Mobility Specialist) to maximize consistency of programming for students across settings.
Collect and analyze data on students’ progress towards IEP objectives.
Consult with and assist inclusion teachers in meeting the behavioral needs of students across general and special education settings.
Utilizing the Massachusetts Curriculum Standards, develop and implement modified curriculum for 1:1 instruction and small group instruction within the classroom.
Assess effectiveness of curriculum modifications and Behavior Support Plans for each student within the classroom and when students are participating in inclusive settings.
Attend and participate in IEP team meetings.
Write progress reports for all goals/objectives targeted within the substantially separate classroom.
Implement federal and state special education laws, regulations, and mandates.
Communicate daily/weekly with parents.
Participate in district-wide and program-specific professional development.
Assume such responsibilities as assigned by the Principal, Preschool director, Program Coordinator, and/or Assistant Superintendent of Student Services
Adheres to the adopted policy of the Bellingham School Committee