PROGRAM DESCRIPTION
Students in the Access Program may have a disability in the following categories: autism, developmental delay, intellectual, neurological, communication, and/or multiple disabilities. Access students participate in a modified curriculum with specialized instruction. The curriculum is aligned with curriculum frameworks but provides a continuum of approaching grade-level complexity (i.e., less-to-more complex); and is intended to allow educators to identify challenging and attainable standards-based skills for students with a range of disabilities.
The program offers partial inclusion to substantially separate programming with a high student/staff ratio. Students in Access also receive related services as required by their IEPs. Partial inclusion students are included in general education classes and receive Tier I instruction with modifications and accommodations as outlined in their IEP. Within the Access classroom, they receive support, remediation, and reinstruction to support their progress in meeting their IEP goals. Students whose service delivery places them in the substantially separate Access program receive specialized and modified instruction in the curriculum as outlined in their IEPs. There is an additional emphasis on functional academic, community living, and daily living skills.
Students may be included with support in targeted content areas in accordance with their individual goals
JOB DUTIES:
•Follow Federal and state regulations and district procedures for special education and the American’s with Disabilities Act, meet time-lines and ensure a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
•Provide direct and indirect instructional supports to students in order for the student to make meaningful progress based on their unique circumstances.
•Employ specialized instructional methodologies and techniques to support access to curriculum and documented progress.
•Prepare and adapt lessons to meet the needs of the students.
•Modify content, methodologies and performance expectations as required for a student with disabilities to access curriculum and the school environment.
•Conduct educational assessments and write evaluation reports that meet the Federal and state requirements.
•Participate in the team process and eligibility determinations for special education Schedule and chair annual review meetings.
•Write Individualized Education Programs (IEP) and implement services outlined in the IEP.
•Write measurable goals with objectives/benchmarks that are measurable and keep data to support achievement towards meeting the goals and objectives/benchmarks.
•Determine need for extended school year services through ongoing data collection that measures regression/recoupment following breaks in service during the school year.
•Write progress reports commensurate with the general education report card schedule.
•Collaborate with team members, general education teachers, related service providers regarding the delivery of services and IEP development.
•Assist general educators to adapt curriculum materials and teaching techniques to meet the needs of students with disabilities.
•Communicate with parents/guardians to discuss student progress.
•Supervise and direct paraprofessionals
•Other duties maybe assigned.
Candidates must be MA certified as a Special Education Teacher with the Department of Elementary and Secondary Education.