Substantially Separate Special Education (TLC Program) - Elementary

ANTICIPATED OPENING FOR THE 2024-2025 SCHOOL YEAR

FUNDING CONTINGENT ON TOWN MEETING APPROVAL MAY 22, 2024

BELLINGHAM PUBLIC SCHOOLS

BELLINGHAM, MASSACHUSETTS

Title: Substantially Separate Special Education Teacher (TLC Program)

LOCATION: Stall Brook Elementary School

FUNCTION:  Under the direction of the school principal and director of student services, the special education teacher plans and provides appropriate learning experiences for students with disabilities in the Therapeutic Learning Classroom. The special education teacher is responsible for creating a flexible program and learning environment that provides specialized instruction for students with social/emotional and/or learning disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports. The special education teacher will work with general education teachers in supporting the needs of students transferring from the TLC program back to the general education program.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Work collaboratively as a member of the educational team
2. Timely development and implementation of Individual Educational Plans (IEPs)
3. Ensure that all components of the students’ lessons, Behavior Support Plan, and IEPs are implemented.
4. Administer and interpret standardized and informal assessments, including but not limited to language, academic, social/emotional, adaptive, and self-help assessments. Write assessment reports based on the findings of these assessments.
5. Collect and analyze data to develop, implement, and monitor individualized skill acquisition lessons
   - Develop measurable IEP goals and objectives in all domains of learning
   - Conduct behavioral observations and assist Board-Certified Behavior Analysts (BCBA) with developing Behavior Support Plans for students in the substantially separate classroom.
6. Implement Behavior Support Plans with students and model implementation for paraeducators.
7. Develop, coordinate, and oversee student program components for paraprofessionals working with the students.
8. Develop student schedules within the classroom.
9. Participate in ongoing consultation with Team Chair, paraprofessionals, Special Education and Regular Education teachers, and related service providers (BCBA, Speech and Language Pathologist, Occupational Therapist, Physical Therapist, Teacher of the Visually Impaired, and Orientation & Mobility Specialist) to maximize consistency of programming for students across settings.
10. Collect and analyze data on students’ progress towards IEP objectives.
11. Consult with and assist inclusion teachers in meeting the behavioral needs of students across general and special education settings.
12. Utilizing the Massachusetts Curriculum Standards, develop and implement modified curriculum for 1:1 instruction and small group instruction within the classroom.
13. Assess effectiveness of curriculum modifications and Behavior Support Plans for each student within the classroom and when students are participating in inclusive settings.
14. Attend and participate in IEP team meetings.
15. Write progress reports for all goals/objectives targeted within the substantially separate classroom.
16. Implement federal and state special education laws, regulations, and mandates.
17. Communicate daily/weekly with parents.
18. Participate in district-wide and program-specific professional development.
19. Assume such responsibilities as assigned by the Principal, Preschool director, Program Coordinator, and/or Director(s) of Special Education
20. Adheres to the adopted policy of the Bellingham School Committee

SKILLS/ABILITY:

1. Experience teaching students with Developmental Disabilities and AutismSpectrum Disorder (required).
2.   Knowledge and familiarity with state and district curriculum standards (required).
3.  Knowledge and familiarity of federal and state special education laws, regulations, and mandates (required).

CERTIFICATES, LICENSES and/or DEGREE REQUIREMENTS:

• DESE License as a Teacher of Students with Severe Disabilities OR Teacher of Students with Moderate Disabilities, Grades 5-1- 2 plus additional training in developing individualized modified curriculum for students with cognitive delays (required).

PHYSICAL WORKING CONDITIONS:

1. You are required to be physically capable of escorting students from the building in case of a practice drill or emergency situation in a safe and timely fashion.

2. Must be able to move about the classroom and have the ability to bend, sit or stand frequently.

REPORTS TO: Building Principal and Director of Student Services

SUPERVISORY RESPONSIBILITIES: Students & Paraeducators in classroom

You are required to be physically capable of escorting students from the building in case of a practice drill or emergency situation in a safe and timely fashion.

Must be able to move about the classroom and have the ability to bend, sit or stand frequently.

OUR MISSION:

The Bellingham Public School District’s enrollment is approximately 1,930 students and an organizational staff of 400 employees.  The district is split into the following building grade levels:

DiPietro Elementary (Preschool – Grade 3), Stall Brook Elementary (Preschool – Grade 3) Bellingham Memorial School (grades 4-7) and Bellingham High School (grades 8-12), and Keough Memorial Academy (grades 7-12) is our therapeutic day school for students with special needs.

Our core mission is to foster an environment in which students and staff have opportunities to reach their full potential. The Bellingham School District is committed to providing a challenging and academically motivating education where all students, staff and families accept responsibility for education within their schools. 

The School Committee and the Administrative Team support the District Improvement Plan and Strategic Plan.  Our goal is to always reach for our vision:  The Bellingham Public Schools, in collaboration with students, their families, and the community, will provide a safe learning environment, where the unique strengths of every learner are enhanced and celebrated.  We will work together to build a shared sense of pride in the Bellingham Public Schools by amplifying academic excellence, increasing communication, cultivating a positive climate, improving social and emotional well-being, and enhancing technology use and implementation.