Substantially Separate Special Education Teacher (FLC Program) - Elementary

BELLINGHAM PUBLIC SCHOOLS

BELLINGHAM, MASSACHUSETTS

ANTICIPATED OPENING FOR THE 2026-2027 SCHOOL YEAR
FUNDING CONTINGENT ON TOWN MEETING APPROVAL MAY 27, 2026

TITLE: Substantially Separate Special Education Teacher (FLC Program)

LOCATION: Stall Brook Elementary School

FLC Summary:

     The Elementary Level FLC program services students in K-3.  Students in this program receive the majority of their instruction outside of the general education/inclusion classroom. In the substantially-separate setting students access individualized programming in a 1:1 or small group format. Individualized programming may target academic, social, behavioral, pre-academic, social pragmatics, communication, sensory-motor, executive functioning, activities of daily living and independence skills as deemed appropriate by the IEP team. Students who participate in the substantially separate component of the FLC program require intensive, direct, specialized instruction throughout the school day. 

     Methodology modifications may include applied behavior analysis, incidental teaching, discrete trial training, functional communication training, social communication instruction and small group instruction. Student’s progress is monitored based on data collection relative to individualized goals and objectives.

Students in the program will carry a diagnosis that may be categorized within the domains of developmental delay, intellectual disability, neurological disability, or other diagnoses that result in needs in these areas. 

     FLC classrooms are led by a special education teacher and para-educators. Related service providers are also available to provide consultation and support students based on their individual IEP goals. These service providers include (not limited to) Speech-Language Pathologist, Occupational Therapist, Physical Therapist, School Psychologist, BCBA, and Adjustment Counselor. Consultation regarding Assistive Technology support is also available.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Work collaboratively as a member of the educational team
2. Timely development and implementation of Individual Educational Plans (IEPs)
3. Ensure that all components of the students’ lessons, Behavior Support Plan, and IEPs are implemented.
4. Administer and interpret standardized and informal assessments, including but not limited to language, academic, social/emotional, adaptive, and self-help assessments. Write assessment reports based on the findings of these assessments.
5. Collect and analyze data to develop, implement, and monitor individualized skill acquisition lessons
   - Develop measurable IEP goals and objectives in all domains of learning
   - Conduct behavioral observations and assist Board-Certified Behavior Analysts (BCBA) with developing Behavior Support Plans for students in the substantially separate classroom.
6. Implement Behavior Support Plans with students and model implementation for paraeducators. 
7. Develop, coordinate, and oversee student program components for paraprofessionals working with the students.
8. Develop student schedules within the classroom.
9. Participate in ongoing consultation with Team Chair, paraprofessionals, Special Education and Regular Education teachers, and related service providers (BCBA, Speech and Language Pathologist, Occupational Therapist, Physical Therapist, Teacher of the Visually Impaired, and Orientation & Mobility Specialist) to maximize consistency of programming for students across settings.
10. Collect and analyze data on students’ progress towards IEP objectives.
11. Consult with and assist inclusion teachers in meeting the behavioral needs of students across general and special education settings.
12. Utilizing the Massachusetts Curriculum Standards, develop and implement modified curriculum for 1:1 instruction and small group instruction within the classroom.
13. Assess effectiveness of curriculum modifications and Behavior Support Plans for each student within the classroom and when students are participating in inclusive settings.
14. Attend and participate in IEP team meetings.
15. Write progress reports for all goals/objectives targeted within the substantially separate classroom.
16. Implement federal and state special education laws, regulations, and mandates.
17. Communicate daily/weekly with parents.
18. Participate in district-wide and program-specific professional development.
19. Assume such responsibilities as assigned by the Principal, Preschool director, Program Coordinator, and/or Assistant  Superintendent of Student Services
20. Adheres to the adopted policy of the Bellingham School Committee
    
    

SKILLS/ABILITY:

1. Experience teaching students with Developmental Disabilities and AutismSpectrum Disorder (required).
2.   Knowledge and familiarity with state and district curriculum standards (required).
3.  Knowledge and familiarity of federal and state special education laws, regulations, and mandates (required).

CERTIFICATES, LICENSES and/or DEGREE REQUIREMENTS:

1. DESE License as a Teacher of Students with Severe Disabilities 
   
   

CLASSIFICATION: BTA Union

SALARY: Per BTA Contract

PHYSICAL WORKING CONDITIONS:

You are required to be physically capable of escorting students from the building in case of a practice drill or emergency situation in a safe and timely fashion.

Must be able to move about the classroom and have the ability to bend, sit or stand frequently.

REPORTS TO: Principal and/or Assistant Superintendent of Student Services

SUPERVISORY RESPONSIBILITIES: Students and Paraprofessionals

OUR MISSION:

The Bellingham Public School District’s enrollment is approximately 1,930 students and an organizational staff of 400 employees.  The district is split into the following building grade levels:

DiPietro Elementary (Preschool – Grade 3), Stall Brook Elementary (Preschool – Grade 3) Bellingham Memorial School (grades 4-7) and Bellingham High School (grades 8-12), and Keough Memorial Academy (grades 7-12) is our therapeutic day school for students with special needs.

Our core mission is to foster an environment in which students and staff have opportunities to reach their full potential. The Bellingham School District is committed to providing a challenging and academically motivating education where all students, staff and families accept responsibility for education within their schools. 

The School Committee and the Administrative Team support the District Improvement Plan and Strategic Plan.  Our goal is to always reach for our vision:  The Bellingham Public Schools, in collaboration with students, their families, and the community, will provide a safe learning environment, where the unique strengths of every learner are enhanced and celebrated.  We will work together to build a shared sense of pride in the Bellingham Public Schools by amplifying academic excellence, increasing communication, cultivating a positive climate, improving social and emotional well-being, and enhancing technology use and implementation.