Middle School Special Education Teacher for our Autism and Intellectual Impairment Program - RISE ProgramCentral Middle School - Stoneham Public Schools

Stoneham Public Schools is seeking a dedicated, experienced, and collaborative Special Education Teacher to work with middle school students whose primary educational services are delivered within the RISE (Reaching Independence through Structured Environments) Program at Central Middle School.

The RISE Program serves students with Autism Spectrum Disorder (ASD), Intellectual Impairments, and related developmental disabilities who require highly specialized instruction, structured learning environments, individualized supports, and intensive programming to access the curriculum and make meaningful progress toward their Individualized Education Program (IEP) goals.

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 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

Effective July 1, 2026 through June 30,2027

Step

B

B15

M

M15

M30

M45

M60

M75/Doc

1

62,751

65,132

67,513

69,205

70,896

72,602

74,307

76,960

2

64,971

67,337

69,706

71,416

73,124

74,834

76,542

79,198

3

67,937

70,302

72,666

74,373

76,086

77,792

79,498

82,155

4

70,908

73,275

75,642

77,349

79,055

80,759

82,463

85,116

5

73,855

76,224

78,592

80,296

82,002

83,708

85,418

88,071

6

76,814

79,179

81,544

83,252

84,961

86,671

88,379

91,033

7

80,513

82,881

85,244

86,962

88,676

90,389

92,103

94,757

8

84,221

86,592

88,961

90,666

92,372

94,077

95,781

98,438

9

88,667

91,033

93,401

95,107

96,813

98,523

100,232

102,886

10

95,064

96,455

97,843

99,548

101,255

102,962

104,668

107,323

11

98,422

106,675

108,426

110,178

111,930

113,683

116,335

12

100,422

108,675

110,426

112,178

113,930

115,683

118,335