What are the responsibilities and job description for the INCLUSION FACILITATOR-LONG TERM SUBSTITUTE position at Bigelow Middle School?
Department:
Student Services Department
Job Title:
Inclusion Facilitator – Middle School
FLSA Status: (Exempt/Non-exempt)
Exempt; Unit A
Reports to:
Special Education Administrator
In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual’s qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute.
Summary:
Inclusion Facilitators are special educators who work collaboratively with all members of an IEP team to ensure student progress, growth and successful inclusion experiences. The Inclusion Facilitator is responsible for oversight of curriculum modifications for students with multiple disabilities who are fully or partially included in the general education setting. This role includes intensive consultation and collaboration with team members to ensure appropriate content modifications are in place for students.
Qualifications:
Required Qualifications:
Masters degree in special education required
Certified in either intensive or moderate special needs
Prior experience working with students with intensive/complex special needs
Experience in providing systematic, multi-sensory, evidence-based reading instruction
Ability to handle multitude of varying and complex issues
Excellent oral and written communication skills
Desired Qualifications:
2-5 years experience
Essential Job Duties and Responsibilities (Not Limited To):
Inclusion facilitators may provide direct and/or consultation services dependent on student/building needs:
-Training, support, and coordination of teaching assistants and behavior therapists
-Crisis intervention (restraint trained as needed)
-Instructing students in content and functional curriculum
-Consulting to teachers to support implementation of accommodations in the classroom
-Modifying curriculum
-Modeling of instructional strategies to general education staff/students
-Developing behavior intervention plans
Provide direct reading services
Develop specialized educational and behavioral programs to meet student’s individual needs
Assist or design programs that support students with behavioral, academic and functional daily living skills
Model instructional techniques to teaching assistants so that lessons are consistently delivered across all environments
Collaborate with related service personnel to create a student-centered approach for meeting therapeutic skills
Compile and submit MCAS alternate assessments and assist with grade level competency portfolio
Complete required paperwork, evaluate students with systematic methods using formal and informal assessments, write evaluations and progress reports
Consistent, reliable and punctual attendance is essential for supervision and instruction of the students
Responsible for implementing “other job related duties” as needed
Work Environment & Physical Requirements:
Physical Requirements:
Must be physically able to respond (e.g. push, pull, or carry at least 60 lbs) to students who are physically unsafe and use physical restraints as part of a de-escalation process.
Must be able to physically respond to students who have bolted from the building.
Must be able to physically maintain a safe learning environment, including moving furniture in response to a crisis situation.
Regularly required to lift and/or move objects weighing up to 25 pounds.
Teacher - Elementary Gr. 3 and Moderate Disabilities/Inclusion (Long-Term Substitute) (SY24-25)
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