Middle School Special Education Teacher for our Autism and Intellectual Impairment Program - RI[...]

Middle School Special Education Teacher – RISE Program Stoneham Public Schools – Central Middle School – Stoneham, Massachusetts. Job ID: 5810502 Application Deadline: July 13, 2026 11:59 PM (Eastern Standard Time) Posted: June 30, 2026 4:00 AM (UTC) Starting Date: August 31, 2026 Job Description Stoneham Public Schools is seeking a dedicated, experienced, and collaborative Special Education Teacher to work with middle school students within the RISE (Reaching Independence through Structured Environments) Program at Central Middle School. The program serves students with Autism Spectrum Disorder (ASD), Intellectual Impairments, and related developmental disabilities who require specialized instruction, structured learning environments, individualized supports, and intensive programming. The successful candidate will possess expertise in specialized instructional methodologies, curriculum modification, assessment practices, behavioral supports, and evidence-based interventions designed to meet the diverse academic, social‑emotional, communication, adaptive, and behavioral needs of students with significant disabilities. Essential Responsibilities Instruction and Program Development Design and implement individualized, standards‑based instruction aligned with students’ IEP goals and objectives. Deliver intensive specialized instruction in academic, functional, social‑emotional, communication, adaptive living, and executive functioning skill areas. Utilize evidence‑based practices for students with ASD and Intellectual Disabilities, including visual supports, structured teaching, task analysis, systematic instruction, prompting hierarchies, reinforcement systems, and social skills instruction. Differentiate instruction to meet diverse learning profiles and support student engagement and independence. Develop and adapt curriculum materials to ensure accessibility and meaningful participation in learning activities. Foster the development of self‑advocacy, self‑regulation, communication, and independent living skills. Assessment and Progress Monitoring Collect, analyze, and maintain data on student performance and progress toward IEP goals. Monitor student growth and adjust instructional strategies based on data‑driven decision‑making. Conduct educational assessments for initial evaluations, reevaluations, and annual reviews. Interpret assessment results and prepare comprehensive written evaluation reports and progress summaries. Present assessment findings and educational recommendations to families and team members. Behavioral and Social‑Emotional Support Implement individualized behavior support plans. Collaborate with Board Certified Behavior Analysts (BCBAs) and related service providers to address behavioral and social‑emotional needs. Support students in developing appropriate social interaction, emotional regulation, and coping skills. Maintain a structured, predictable, and supportive classroom environment that promotes student success and safety. Collaboration and Consultation Collaborate closely with general education teachers to facilitate inclusion opportunities and access to the curriculum. Consult regularly with related service providers, school adjustment counselors, speech‑language pathologists, occupational therapists, BCBAs, and paraprofessionals. Participate actively in IEP meetings, student support meetings, and multidisciplinary team meetings. Provide training, guidance, and supervision to classroom support personnel regarding instructional and behavioral strategies. Maintain positive and productive communication with caregivers regarding student progress and programming. Qualifications Massachusetts DESE licensure in Severe Disabilities (Moderate/Severe Special Needs), PreK–8 or 5–12 or DESE licensure in Moderate Disabilities, PreK‑8 or 5‑12. Master’s degree in Special Education or a related field preferred. Experience working with students with Autism Spectrum Disorder, Intellectual Disabilities, and complex learning needs. Knowledge of evidence‑based instructional practices for students with ASD and developmental disabilities, including Applied Behavior Analysis (ABA) principles and practices. Experience conducting educational assessments and interpreting assessment data. Experience with augmentative and alternative communication (AAC) systems. Knowledge of functional life skills instruction. Experience implementing structured teaching methodologies and visual support systems. Demonstrated commitment to inclusive educational practices and student‑centered programming. Familiarity with positive behavior support systems and behavioral data collection. Strong collaboration, communication, organizational, and problem‑solving skills. Ability to work effectively as a member of a multidisciplinary team. Job Requirements Citizenship, residency or work visa required. Position Type: Full‑Time Effective July 1, 2026 through June 30, 2027 #J-18808-Ljbffr Young World Physical Education