Lead Special Ed Teacher

The Lead Special Education Teacher is responsible for developing and implementing Individualized Education Programs (IEPs) and assisting the EBSC with the development of Behavior Management Guidelines (BMGs) and Behavior Intervention Plans (BIPs) designed to meet students’ individual needs across skill areas. The Lead Special Education Teacher is also responsible for supervising ABA Teachers (ABATs), ensuring that student progress is evaluated systematically, and that the findings are used to make students’ programs more effective. The Lead Special Education Teacher serves as the primary liaison for communication with parents/legal guardians.

General Responsibilities:

•Ensures the supervision and safety of the students.

•Maintains CALM certification and uses CALM techniques to maintain safety.

•Demonstrates competency on foundational ABA concepts/skills contained in the 90-Day Checklist.

•Maintains teaching credentials.

•Completes high-quality work with minimal errors.

•Actively recognizes the accomplishments and contributions of others.

•Accepts performance feedback gracefully.

•Plans quarterly field trips and weekly community outings.

•Updates necessary documentation (e.g., Salesforce) per protocol.

•Assists students with Activities of Daily Living including showering and toileting.

•Participates in swimming activities.

•Ensures all students have items needed throughout the school day (e.g., meals for free/reduced lunch, toothbrush, water bottle, AAC device, edible reinforcers, extra clothes).

•Can lift half of their own body weight.

•Drives students and staff in school vehicles to community locations as needed.

•Ensures that the classroom participates in zones during arrival and dismissal.

•Adheres to the Crossroads Employee Handbook.

•Performs other duties as requested by supervisor(s).

Supervisory Responsibilities:

•Develops staffing and classroom schedules to ensure proper implementation of IEPs.

•Ensures schedules are posted and followed by ABATs, including what programs are taught to each student during each time period.

•Takes a leadership role at all times (e.g., in the classroom, during school events, on community outings)

•Reads and initials home notes for each student every morning after arrival.

•Assists EBSC in the development of transition plans.

•Ensures staff implement clinical and educational programming with a high level of fidelity.

•Training

oProvides behavior skills training per 90-Day checklist for new ABATs, including float staff.

oProvides training on other skills, as they are identified, to individual ABATs or the class as a whole.

•Ensures classroom has the following and that they are kept up-to-date:

oEssential Postings Bulletin Board

oGo Bags

oCurriculum Frameworks Area

•Conducts annual performance evaluations for ABATs.

•If BCBA credential is obtained during tenure in role, may assist in the supervision of staff obtaining behavior analytic credentials.

•Ensures ABATs meet required deadlines.

•Maintains a well-organized classroom and ensures the professional presentation of student notebooks, supplies, and materials.

•Documents performance feedback as necessary.

Clinical and Educational Responsibilities:

•IEPs & Curriculum Development

oWrites IEPs for all assigned students, following timelines.

oDevelops curriculum and materials in accordance with the principles of ABA, best practices in Special Education, and students’ IEPs.

oImplements curriculum with fidelity.

•Testing/Assessments

oIdentifies the most appropriate assessments for a student.

oCompletes 3-year re-evaluation for special education testing for all students.

oCompletes informal assessments as necessary throughout the year.

•Student Day Meetings

oSolicits information and agenda items from parents five school days prior to Student Day Meeting.

oEnsures the ABATs complete Student Day Packets per the protocol.

oDevelops agenda and sends to parents with the Student Day Packet per the protocol.

oLeads Student Day Meeting by following the prepared agenda.

oEnsures follow-up from the meeting is completed per the protocol.

•MCAS

oEnsures all students have appropriate, individualized programming for all areas assessed by MCAS.

oCompletes MCAS-Alt Portfolios.

oProctors MCAS On Demand Testing and ensures students receive all accommodations outlined in their IEPs.

•Clinics & Progress Monitoring

oEnsures ABATs enter data daily into the graphing system.

oAccurately identifies when behavior is progressing and not progressing.

oRuns clinics to problem-solve lack of progress with skill acquisition programming.

oModifies curriculum and materials in a timely manner.

•Progress Reports

oEnsures ABATs complete Progress Reports per the “How to Write a Progress Report” document.

oMakes timely changes to programming suggested by the Progress Report.

•Behavior Management

oAssists EBSC in making data-based decisions for changes to behavior reduction programs.

oAssists EBSC in the design and implementation of FBAs/FAs and the resulting FCT.

oImplements BMGs, BIPs, and FCT with fidelity.

oAssists EBSC in the development of BMGs and BIPs.

•Records data as specified in the IEP, BIP, and BMG.

•Meetings

oAttends and actively participates in weekly Teachers’ Meetings held by the Education Director.

oHolds bi-weekly Case Management Meetings with ABATs.

Reviews follow up from the last Case Management Meeting and clinics

At least once per two months, checks in on goals from last performance evaluation and professional development for ABATs

Reviews progress of Case Student(s)

Sets due dates for new tasks

oAttends and actively participates in weekly supervision meetings with EBSC.

oAttends daily Staffing Meetings to assist in providing coverage for staff absences.

oAttends and actively participates in monthly in-service trainings (until 4pm) and related service consistency meetings

oAnalysis Meetings.

Prepares an agenda ahead of time

Leads the meeting

Reviews follow up from the previous week

Reviews the calendar for upcoming events.

Shares information from other meetings with the ABATs.

Leads the rest of the agenda items.

Reviews follow up for the next week.

Communication:

•Follow lines of communication specified in the Organizational Chart.

•Share relevant information with colleagues and supervisors.

•Asks questions when something is unknown or unclear.

•Actively recognize the accomplishments and contributions of others.

•Accept performance feedback gracefully.

•Check and respond to email daily.

•Practices confidentiality and maintain a high standard of ethics.

•Show support for Crossroads.

•Serve as an ambassador for Crossroads.

Attendance, Participation, and Timeliness:

•Demonstrate punctuality and an appropriate attendance record.

•Completes and approves timecards according to school protocol.

•Meets assigned deadlines without prompts.

•Attend and actively participate in meetings.

•Attend monthly in-service trainings until 4pm.

•Attend Crossroads events (e.g., Open House, Annual 5K Walk/Run).

Educational and Experiential Requirements:

•Master’s in education, behavior analysis, or related field, preferred.

•Current Massachusetts teaching certification.

•3-5 years teaching experience in the field of autism or education, preferred.

Skill and Ability Requirements:

•Excellent oral and written communication skills.

•Ability to work independently and as a member of a team.

•Ability to multitask and prioritize to meet deadlines.

•Mastery of computer skills including Microsoft Word, Excel, and PowerPoint.

•Caring, compassionate, hard-working, and punctual.

•Interest in building a career in nonprofit service for individuals with developmental disabilities.

Physical Requirements:

•The ability to move quickly and confidently to intervene when protective holds and/or movements are necessary.

•The ability to pursue a bolting student.

•The ability to successfully complete CALM training, which requires:

oLifting half of body weight

oPivoting

oSquatting

oKneeling

Remaining in kneeling position for an extended time

Standing from kneeling while supporting student weight without pushing off ground with hands

oShuffling frontwards and backwards

oAssisting a student to the floor (Only used in the school)

oStabilizing a student in a standing, seated, prone, or supine position (Only used in the school)

General Responsibilities:

•Ensures the supervision and safety of the students.

•Maintains CALM certification and uses CALM techniques to maintain safety.

•Demonstrates competency on foundational ABA concepts/skills contained in the 90-Day Checklist.

•Maintains teaching credentials.

•Completes high-quality work with minimal errors.

•Actively recognizes the accomplishments and contributions of others.

•Accepts performance feedback gracefully.

•Plans quarterly field trips and weekly community outings.

•Updates necessary documentation (e.g., Salesforce) per protocol.

•Assists students with Activities of Daily Living including showering and toileting.

•Participates in swimming activities.

•Ensures all students have items needed throughout the school day (e.g., meals for free/reduced lunch, toothbrush, water bottle, AAC device, edible reinforcers, extra clothes).

•Can lift half of their own body weight.

•Drives students and staff in school vehicles to community locations as needed.

•Ensures that the classroom participates in zones during arrival and dismissal.

•Adheres to the Crossroads Employee Handbook.

•Performs other duties as requested by supervisor(s).

Supervisory Responsibilities:

•Develops staffing and classroom schedules to ensure proper implementation of IEPs.

•Ensures schedules are posted and followed by ABATs, including what programs are taught to each student during each time period.

•Takes a leadership role at all times (e.g., in the classroom, during school events, on community outings)

•Reads and initials home notes for each student every morning after arrival.

•Assists EBSC in the development of transition plans.

•Ensures staff implement clinical and educational programming with a high level of fidelity.

•Training

oProvides behavior skills training per 90-Day checklist for new ABATs, including float staff.

oProvides training on other skills, as they are identified, to individual ABATs or the class as a whole.

•Ensures classroom has the following and that they are kept up-to-date:

oEssential Postings Bulletin Board

oGo Bags

oCurriculum Frameworks Area

•Conducts annual performance evaluations for ABATs.

•If BCBA credential is obtained during tenure in role, may assist in the supervision of staff obtaining behavior analytic credentials.

•Ensures ABATs meet required deadlines.

•Maintains a well-organized classroom and ensures the professional presentation of student notebooks, supplies, and materials.

•Documents performance feedback as necessary.

Clinical and Educational Responsibilities:

•IEPs & Curriculum Development

oWrites IEPs for all assigned students, following timelines.

oDevelops curriculum and materials in accordance with the principles of ABA, best practices in Special Education, and students’ IEPs.

oImplements curriculum with fidelity.

•Testing/Assessments

oIdentifies the most appropriate assessments for a student.

oCompletes 3-year re-evaluation for special education testing for all students.

oCompletes informal assessments as necessary throughout the year.

•Student Day Meetings

oSolicits information and agenda items from parents five school days prior to Student Day Meeting.

oEnsures the ABATs complete Student Day Packets per the protocol.

oDevelops agenda and sends to parents with the Student Day Packet per the protocol.

oLeads Student Day Meeting by following the prepared agenda.

oEnsures follow-up from the meeting is completed per the protocol.

•MCAS

oEnsures all students have appropriate, individualized programming for all areas assessed by MCAS.

oCompletes MCAS-Alt Portfolios.

oProctors MCAS On Demand Testing and ensures students receive all accommodations outlined in their IEPs.

•Clinics & Progress Monitoring

oEnsures ABATs enter data daily into the graphing system.

oAccurately identifies when behavior is progressing and not progressing.

oRuns clinics to problem-solve lack of progress with skill acquisition programming.

oModifies curriculum and materials in a timely manner.

•Progress Reports

oEnsures ABATs complete Progress Reports per the “How to Write a Progress Report” document.

oMakes timely changes to programming suggested by the Progress Report.

•Behavior Management

oAssists EBSC in making data-based decisions for changes to behavior reduction programs.

oAssists EBSC in the design and implementation of FBAs/FAs and the resulting FCT.

oImplements BMGs, BIPs, and FCT with fidelity.

oAssists EBSC in the development of BMGs and BIPs.

•Records data as specified in the IEP, BIP, and BMG.

•Meetings

oAttends and actively participates in weekly Teachers’ Meetings held by the Education Director.

oHolds bi-weekly Case Management Meetings with ABATs.

Reviews follow up from the last Case Management Meeting and clinics

At least once per two months, checks in on goals from last performance evaluation and professional development for ABATs

Reviews progress of Case Student(s)

Sets due dates for new tasks

oAttends and actively participates in weekly supervision meetings with EBSC.

oAttends daily Staffing Meetings to assist in providing coverage for staff absences.

oAttends and actively participates in monthly in-service trainings (until 4pm) and related service consistency meetings

oAnalysis Meetings.

Prepares an agenda ahead of time

Leads the meeting

Reviews follow up from the previous week

Reviews the calendar for upcoming events.

Shares information from other meetings with the ABATs.

Leads the rest of the agenda items.

Reviews follow up for the next week.

Communication:

•Follow lines of communication specified in the Organizational Chart.

•Share relevant information with colleagues and supervisors.

•Asks questions when something is unknown or unclear.

•Actively recognize the accomplishments and contributions of others.

•Accept performance feedback gracefully.

•Check and respond to email daily.

•Practices confidentiality and maintain a high standard of ethics.

•Show support for Crossroads.

•Serve as an ambassador for Crossroads.

Attendance, Participation, and Timeliness:

•Demonstrate punctuality and an appropriate attendance record.

•Completes and approves timecards according to school protocol.

•Meets assigned deadlines without prompts.

•Attend and actively participate in meetings.

•Attend monthly in-service trainings until 4pm.

•Attend Crossroads events (e.g., Open House, Annual 5K Walk/Run).

Educational and Experiential Requirements:

•Master’s in education, behavior analysis, or related field, preferred.

•Current Massachusetts teaching certification.

•3-5 years teaching experience in the field of autism or education, preferred.

Skill and Ability Requirements:

•Excellent oral and written communication skills.

•Ability to work independently and as a member of a team.

•Ability to multitask and prioritize to meet deadlines.

•Mastery of computer skills including Microsoft Word, Excel, and PowerPoint.

•Caring, compassionate, hard-working, and punctual.

•Interest in building a career in nonprofit service for individuals with developmental disabilities.

Physical Requirements:

•The ability to move quickly and confidently to intervene when protective holds and/or movements are necessary.

•The ability to pursue a bolting student.

•The ability to successfully complete CALM training, which requires:

oLifting half of body weight

oPivoting

oSquatting

oKneeling

Remaining in kneeling position for an extended time

Standing from kneeling while supporting student weight without pushing off ground with hands

oShuffling frontwards and backwards

oAssisting a student to the floor (Only used in the school)

oStabilizing a student in a standing, seated, prone, or supine position (Only used in the school)

Position Type:Full-time

Salary:$65,000 to $90,000 Per Year

Job Categories:

Classroom Teacher > Alternative Learning Environment

Instructional Support > Individual Aide

Instructional Support > Paraprofessional / IA

Special Education > Alternative Learning Environment

Special Education > Autism

Special Education > Emotionally Disabled

Special Education > General Special Education

Special Education > Learning Disabled

Special Education > Life Skills

Special Education > Multiple Disabilities

• At least 5 year(s) of relevant experience preferred.
• Master degree preferred.
• Citizenship, residency or work visa required

• Alysha Stankowski , Talent Acquisition Specialist
• 295 Donald J Lynch Blvd.
• Marlborough, Massachusetts 01752
• Phone: 5086517500
• Email: