Special Education Teacher - STEP-OUT (Anticipated Opening 2026-2027 School Year)

This district program is for students with moderate learning, developmental, and cognitive needs, which impedes progress in academic and functional areas. The STEP-OUT Program is a highly structured and routine-based learning environment. The instruction within the classroom is a structured style that encompasses a high staff to student ratio with a highly modified curriculum and instructional practices based on individual needs of students to ensure access to the general curriculum. The integral component of the program is the systematic approach of repeated practices through specially designed instruction to further develop perceptual, motor, communication, academic, social, daily living, and self-help skills. Students are taught compensatory strategies and are supported in their generalization of these skills across school settings. Students can participate in the least restrictive environment as appropriate throughout the school day. The goal of the program is to assist students in successful inclusion in general education classrooms. Common Program Descriptors and Components: ·The educational curriculum is aligned with the Massachusetts State Framework and is modified to meet and accommodate the student’s individual learning needs, according to their current performance levels. ·Opportunities for inclusion are an integral part of this program; however, students may receive direct instruction in the content areas within the sub-separate setting. Students are integrated in specials such as Homeroom, Art, Music, and Wellness. ·A highly structured data system is implemented for all students to assist in goal setting and academic and behavioral growth. ·Regular multidisciplinary meetings occur to review student data, measure progress, and guide instruction. ·Compensatory strategies are worked on first in a small group and then generalized to other settings (larger classroom, home, natural environment). ·Wide range of assistive technology supports from low technology to high technology to meet the student’s individual needs. ·The multidisciplinary team members work together to develop a plan that addresses the child’s individual needs to create programming that embeds all components throughout the course of the day. ·Individualized behavior support plans ·Opportunities for meaningful inclusion are an integral part of this program; however, students may receive direct instruction in the content areas within a sub-separate setting ·Regular multidisciplinary meetings occur to review student data, measure progress and guide instruction ·Family involvement and participation is an integral component to the program.