SY 25-26 Special Education (Sub-Separate; ILP/ ASD) Teacher- Lawrence High School

Who Are We? Lawrence Public Schools is an urban district, located 30 miles north of Boston, serving more than 13,000 students. More than 70% of our students speak a language other than English as their first language. We are committed to ensuring that our students, who have for too long been under-served, are provided with a high-quality, free, public education at their local, district schools. Lawrence High School is seeking a Special Education Teacher to lead a substantially separate Individual Learning Plan (ILP)/Autism Spectrum Disorder (ASD) classroom for high school students in grades 9-12. Responsibilities include: - Regular instruction and support for students in a single, inclusive classroom that supports the development of the whole child - Management of students and a staff of paraprofessionals in substantially separate classroom setting for students on the Autism spectrum - Maintaining and adhering to individualized education plans, including supporting students, staff and families in carrying out the plan and regularly attending meetings to monitor progress and prescribe future actions - Teaching and supporting a high-quality curriculum to meet IEP goals and support student growth academically socially and emotionally, including regular modification of curricular materials to support appropriate differentiation for students - Application of diverse, proactive classroom management system that reflects appropriate knowledge of positive behavior modification strategies, collection and analyses of appropriate behavioral data, and evidence of collaboration with stakeholders that supports students on the Autism spectrum - Regular participation in collaborative sessions and professional development that support individual, school and student/family growth - Regular, proactive collaboration with students' families to provide robust support for student growth and progress towards IEP goals - Direct support of students' growth toward increasing levels of inclusion in the general education classroom