Teacher, Special Education (SEB, Therapeutic Substantially Separate Program)

Gardner Public Schools•Gardner, MA

About The Position

The GPS Therapeutic Substantially Separate Programs are substantially separate programs. These classrooms serve students with Emotional Disabilities who require a highly modified curriculum, smaller class size, and a lower student/teacher ratio. The Therapeutic Substantially Separate classroom instruction is based on the principles of Applied Behavioral Analysis with support from a BCBA The Special Education Teacher is the Liaison for the students in the Therapeutic Substantially Separate program. This includes, but is not limited to; writing IEP’s, conducting assessments, maintaining ABA program books and other data collection procedures, graphing, writing progress reports, creating materials and visual supports, (academic, social, daily living and behavioral), embedding social skills and consulting to general education teachers and/or providing supports for students transitioning in the general education classroom.

Requirements

Massachusetts Professional License for Teacher of Students with Moderate Disabilities or Severe Disabilities

Nice To Haves

Master’s Degree Preferred
ABA Experience Preferred

Responsibilities

Provide specialized academic instruction and learning for students who have an IEP; with various moderate to severe disabilities; oversee support services to students; direct the work of paraprofessionals
Meet state regulations for scheduling, facilitating, and writing IEPs and progress reports and manage all aspects of special education compliance for assigned student caseload
Provide direction and oversight to classroom RBT's regarding daily student schedules, behavior plan implementation, data collection, material development, and academic modifications/ individualized IEP objective ABA programming
Regularly consult and collaborate with related service providers and attend consultation meetings as indicated in student’s IEPs
Ensure individual programs for students including the type of instructional strategies, and frequency of services are aligned with IEP and Massachusetts Curriculum Frameworks
Track and Monitor students’ progress using academic, functional, and behavior data including data required for Massachusetts Alternative Assessment Portfolio (if needed for select students)
Responsible for providing progress notes for students on an IEP during each marking period
Conducts assessments and evaluations as needed and as determined by the special education coordinator
Is able to manage challenging students that may engage in aggressions, profanity, spitting, or other forms of inappropriate or maladaptive behaviors
Implements instructional and behavioral programs with support from BCBA including, but not limited to: Discrete trail training Data collection and graphing Documentation and feedback Instruction and de-escalation techniques that may require physical interventions and follow through
Maintains high level of ethical behavior and confidentiality of information about students and their records
Facilitates participation of assigned students in peer activities, general classroom activities, and maintains contact with teacher(s) to monitor student progress
Oversee communication with parents and outside providers
Must be able to meet all requirements of restraint training and physically able to perform restraint
Maintains professional licensure and competence by attending staff development programs, and other professional activities
Performs any other related duties as assigned by the Principal, Director of Pupil Personnel Services or other appropriate administrator