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