Secondary ASD Consultant - Multiple Buildings

Job Title Secondary ASD Consultant - Multiple Buildings Position Type Instructional/ Teacher - Special Education Date Posted 4/28/2026 Location Multiple Buildings Position Description The Secondary ASD Consultant supports the academic, behavioral, and social success of students with Autism Spectrum Disorder (ASD) in grades 5-12. This role collaborates with general education teachers, special education staff, families, and building administrators across secondary schools within the Grosse Pointe Public School System to develop and implement evidence-based instructional strategies for students with ASD, as well as appropriate accommodations and supports to ensure access to the general education curriculum in the Least Restrictive Environment (LRE). The consultant provides expertise in ASD-specific programming, individualized education program (IEP) development, and inclusive practices at the secondary level. This role is primarily consultative, focusing on coaching, modeling, and collaborative problem-solving with staff. The position does not carry a caseload; however, the consultant may provide targeted direct support to students or classrooms, as needed, to build staff capacity and support IEP implementation. Primary Qualifications Master's Degree required Valid Michigan teaching certificate with Special Education endorsement Eligible for Teacher Consultant approval, per MARSE Minimum of three (3) years successful teaching experience in special education or related field Demonstrated experience working with students with Autism Spectrum Disorder required Strong background in inclusive practices at the secondary level preferred START (Statewide Autism Resources and Training) training preferred Experience in coaching, mentoring, or leading professional learning preferred Position Responsibilities Model, coach, and support evidence-based instructional practices for students with ASD Provide ongoing coaching cycles with staff (modeling, observation, feedback, and reflection) to strengthen inclusive instructional practices Provide content-area support to general education teachers (e.g., ELA, math, science, social studies) to ensure access to grade-level curriculum for students with ASD Provide consultation and support to general and special education teachers across secondary schools to promote student success in inclusive settings within the Least Restrictive Environment Provide guidance to teams, including paraprofessionals, to support student independence, engagement, and social-communication development Assist IEP teams with evaluation data analysis, ASD-informed programming considerations, and LRE determinations Support the implementation of accommodations and modifications, including academic, behavioral, communication, and environmental supports Assist staff in identifying priority learning goals aligned to grade-level standards and graduation requirements Support classroom structures that promote predictability, engagement, independence, and skill development across academic, social, and behavioral domains Provide guidance and professional development to staff regarding evidence-based practices for students with ASD, including structured teaching, visual supports, executive functioning supports, and social-communication strategies aligned with START best practices Participate in the Wayne RESA Autism Collaborative (WRACE) Regional Collaborative Network (RCN) to support implementation of START-aligned practices across the district Provide expertise in behavior intervention, including functional behavior assessments (FBA), behavior intervention plans (BIP), and data-based decision making Support implementation of PBIS and classroom management systems Support the development and implementation of peer-to-peer programming and inclusive opportunities within general education settings Provide targeted direct support to students or classrooms, as needed, to model strategies and build staff capacity Provide guidance to families regarding secondary programming and student supports Collaborate with related service providers (e.g., speech-language pathologists, occupational therapists, school psychologists, school social workers) to ensure cohesive student support Support compliance with IDEA, MARSE, Wayne RESA, and district policies Other duties as assigned by direct supervisor Equal Opportunity and Non-Discrimination Statement The Grosse Pointe Public Schools System does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. We are committed to working with and providing reasonable accommodations to individuals with disabilities. If you have a disability and need assistance in completing the employment application, call View phone number on click.appcast.io or email View email address on click.appcast.io. We will provide you with assistance and make a determination regarding your request for a reasonable accommodation on a case-by-case basis. The following person has been designated to handle inquiries regarding the non-discrimination policies: Lillie Loder, Director of Student Services 20090 Morningside Drive Grosse Pointe Woods, MI 48236 Phone: View phone number on click.appcast.io View email address on click.appcast.io If the individual filing a grievance alleges that the Section 504/ADA coordinator has engaged in discrimination, the individual filing the grievance must provide the documentation to the Deputy Superintendent for Educational Services: 20601 Morningside Drive, Grosse Pointe Farms, MI 48236, Phone: View phone number on click.appcast.io. For further information on notice of nondiscrimination, visit for the address and phone number of the office that serves your area, or call View phone number on click.appcast.io. FMLA regulations require all employers to post the updated FMLA notice. #J-18808-Ljbffr Grosse-Pointe-Public-School-System