What are the responsibilities and job description for the Special Education - RISE position at Stoneham Public Schools?
Stoneham Public Schools is seeking an experienced special educator to work with students at the Central Middle School whose lessons are given primarily in the school's RISE (Reaching Independence through Structured Environments) Program. The district is seeking a person with training and expertise in specialized instructional methods, assessment and extensive knowledge of research-based best practices to teach students with individual educational plans (IEP). In addition to providing intensive, specialized instruction to address IEP goals and objectives, this RISE teacher will collaborate and consult with classroom teachers, school adjustment counselors, BCBAs, and classroom support personnel. This teacher will participate in on-going data team meetings and closely monitor the progress of all students in the RISE classroom. This special educator’s role will also include teaching subjects in the classroom and conducting academic evaluations for initial and annual student evaluations. The RISE teacher requires knowledge of formal diagnostic assessments and the ability to interpret and analyze results in order to provide oral and written evaluation and progress reports.
Qualifications: MA DESE license in Severe Special Needs
Program: RISE (Reaching Independence through Structured Environments) Program
Schools: Stoneham Middle School
Grades: 6-8
The RISE program is a multi-tiered program depending on the needs of the learner. RISE is a community made
up of diverse students with a wide range of interests, abilities, and skill sets. These students present with
challenges in the areas of social thinking, self-awareness, executive functioning, perspective-taking, and
emotional and sensory regulation. The mission of RISE at Stoneham Middle School is to ensure a supportive,
cohesive, and challenging middle school learning environment for students who exhibit difficulties with academics,
social thinking, executive functioning, and emotional regulation. Students receiving supports in the RISE program
at the middle school level may require intensive academic, social, emotional, executive functioning, and/or
communication support and receive most of their instruction in a substantially separate special education
classroom. Principles of Applied Behavior Analysis (ABA) instruction are infused in the classroom with a focus on
reinforcement systems and consistent behavior management programs. The services include a combination of
supported inclusion, small group activities and incidental teaching strategies to students in grades 6-8. Goals for
students center on increased skills in academics, recreation, social, communication, self-care, motor and behavior
management in addition to flexibility and self-advocacy. The program strives for cohesion by collaborating with
individuals. These skills are approached in a variety of settings to promote generalization of the skills. A special
education teacher oversees the programs and is supported by several paraprofessionals. A Board Certified
Behavior Analyst supports the RISE program at the middle school. The BCBA consults with all program staff and
provides ongoing training on ABA methodologies. In addition, a speech/language pathologist, occupational
therapist, physical therapist, school adjustment counselor and psychologist are part of the classroom
interdisciplinary team. Inclusion opportunities are structured for each student based on the student’s areas of
strength and need. Typically, students will be included in the school community for socialization. These activities
provide opportunities for students to practice social interactions, communication programs, and recreation skills in
more natural situations. The amount of time included for these activities is individualized based on class structure,
target goals, and student interest. Participation in core curriculum classrooms is determined for each student
individually and often focuses on one academic area at a time with a gradual increase in time or activities across
the school year. Special classes such as art, physical education, and music can take place in a specialized
classroom or in the inclusion setting. The school adjustment counselor and psychologist are available to families
to provide support and community outreach.
Related services for all middle school special education students may include:
? Speech and Language Therapy
? Occupational Therapy
? Physical Therapy
? Adaptive Physical Education
? Psychology/Social Work
? Emotional/Behavioral Support
? Social Pragmatics
? Applied Behavior Analysis Services
? Augmentative Communication / Assistive Technology
? Hearing / Vision Services
Qualifications: MA DESE license in Severe Special Needs
Program: RISE (Reaching Independence through Structured Environments) Program
Schools: Stoneham Middle School
Grades: 6-8
The RISE program is a multi-tiered program depending on the needs of the learner. RISE is a community made
up of diverse students with a wide range of interests, abilities, and skill sets. These students present with
challenges in the areas of social thinking, self-awareness, executive functioning, perspective-taking, and
emotional and sensory regulation. The mission of RISE at Stoneham Middle School is to ensure a supportive,
cohesive, and challenging middle school learning environment for students who exhibit difficulties with academics,
social thinking, executive functioning, and emotional regulation. Students receiving supports in the RISE program
at the middle school level may require intensive academic, social, emotional, executive functioning, and/or
communication support and receive most of their instruction in a substantially separate special education
classroom. Principles of Applied Behavior Analysis (ABA) instruction are infused in the classroom with a focus on
reinforcement systems and consistent behavior management programs. The services include a combination of
supported inclusion, small group activities and incidental teaching strategies to students in grades 6-8. Goals for
students center on increased skills in academics, recreation, social, communication, self-care, motor and behavior
management in addition to flexibility and self-advocacy. The program strives for cohesion by collaborating with
individuals. These skills are approached in a variety of settings to promote generalization of the skills. A special
education teacher oversees the programs and is supported by several paraprofessionals. A Board Certified
Behavior Analyst supports the RISE program at the middle school. The BCBA consults with all program staff and
provides ongoing training on ABA methodologies. In addition, a speech/language pathologist, occupational
therapist, physical therapist, school adjustment counselor and psychologist are part of the classroom
interdisciplinary team. Inclusion opportunities are structured for each student based on the student’s areas of
strength and need. Typically, students will be included in the school community for socialization. These activities
provide opportunities for students to practice social interactions, communication programs, and recreation skills in
more natural situations. The amount of time included for these activities is individualized based on class structure,
target goals, and student interest. Participation in core curriculum classrooms is determined for each student
individually and often focuses on one academic area at a time with a gradual increase in time or activities across
the school year. Special classes such as art, physical education, and music can take place in a specialized
classroom or in the inclusion setting. The school adjustment counselor and psychologist are available to families
to provide support and community outreach.
Related services for all middle school special education students may include:
? Speech and Language Therapy
? Occupational Therapy
? Physical Therapy
? Adaptive Physical Education
? Psychology/Social Work
? Emotional/Behavioral Support
? Social Pragmatics
? Applied Behavior Analysis Services
? Augmentative Communication / Assistive Technology
? Hearing / Vision Services
