About this role
Middle School Special Education Teacher for our Autism and Intellectual Impairment Program - RISE Program Central 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