Special Education RISE Teacher

Stoneham Public Schools is seeking an experienced special educator to work with students at the Central Middle School whose lessons are given primarily in the school's RISE (Reaching Independence through Structured Environments) Program.  The district is seeking a person with training and expertise in specialized instructional methods, assessment and extensive knowledge of research-based best practices to teach students with individual educational plans (IEP).   In addition to providing intensive, specialized instruction to address IEP goals and objectives, this RISE teacher will collaborate and consult with classroom teachers, school adjustment counselors, BCBAs, and classroom support personnel.  This teacher will participate in on-going data team meetings and closely monitor the progress of all students in the RISE classroom. This special educator’s role will also include teaching subjects in the classroom and conducting academic evaluations for initial and annual student evaluations.  The RISE teacher requires knowledge of formal diagnostic assessments and the ability to interpret and analyze results in order to provide oral and written evaluation and progress reports.

 

Qualifications: MA DESE license in Severe Special Needs  

 

 

Program: RISE (Reaching Independence through Structured Environments) Program
Schools: Stoneham Middle School

 

Stoneham Public Schools- Stoneham Educators Association Salary Schedule 

 

Effective July 1, 2026 through June 30,2027

Step	B	B15	M	M15	M30	M45	M60	M75/Doc
1	62,751	65,132	67,513	69,205	70,896	72,602	74,307	76,960
2	64,971	67,337	69,706	71,416	73,124	74,834	76,542	79,198
3	67,937	70,302	72,666	74,373	76,086	77,792	79,498	82,155
4	70,908	73,275	75,642	77,349	79,055	80,759	82,463	85,116
5	73,855	76,224	78,592	80,296	82,002	83,708	85,418	88,071
6	76,814	79,179	81,544	83,252	84,961	86,671	88,379	91,033
7	80,513	82,881	85,244	86,962	88,676	90,389	92,103	94,757
8	84,221	86,592	88,961	90,666	92,372	94,077	95,781	98,438
9	88,667	91,033	93,401	95,107	96,813	98,523	100,232	102,886
10	95,064	96,455	97,843	99,548	101,255	102,962	104,668	107,323
11	-	98,422	106,675	108,426	110,178	111,930	113,683	116,335
12		100,422	108,675	110,426	112,178	113,930	115,683	118,335

The RISE program is a multi-tiered program depending on the needs of the learner. RISE is a community made
up of diverse students with a wide range of interests, abilities, and skill sets. These students present with
challenges in the areas of social thinking, self-awareness, executive functioning, perspective-taking, and
emotional and sensory regulation. The mission of RISE at Stoneham Middle School is to ensure a supportive,
cohesive, and challenging middle school learning environment for students who exhibit difficulties with academics,
social thinking, executive functioning, and emotional regulation. Students receiving supports in the RISE program
at the middle school level may require intensive academic, social, emotional, executive functioning, and/or
communication support and receive most of their instruction in a substantially separate special education
classroom. Principles of Applied Behavior Analysis (ABA) instruction are infused in the classroom with a focus on
reinforcement systems and consistent behavior management programs. The services include a combination of
supported inclusion, small group activities and incidental teaching strategies to students in grades 6-8. Goals for
students center on increased skills in academics, recreation, social, communication, self-care, motor and behavior
management in addition to flexibility and self-advocacy. The program strives for cohesion by collaborating with
individuals. These skills are approached in a variety of settings to promote generalization of the skills. A special
education teacher oversees the programs and is supported by several paraprofessionals. A Board Certified
Behavior Analyst supports the RISE program at the middle school. The BCBA consults with all program staff and
provides ongoing training on ABA methodologies. In addition, a speech/language pathologist, occupational
therapist, physical therapist, school adjustment counselor and psychologist are part of the classroom
interdisciplinary team. Inclusion opportunities are structured for each student based on the student’s areas of
strength and need. Typically, students will be included in the school community for socialization. These activities
provide opportunities for students to practice social interactions, communication programs, and recreation skills in
more natural situations. The amount of time included for these activities is individualized based on class structure,
target goals, and student interest. Participation in core curriculum classrooms is determined for each student
individually and often focuses on one academic area at a time with a gradual increase in time or activities across
the school year. Special classes such as art, physical education, and music can take place in a specialized
classroom or in the inclusion setting. The school adjustment counselor and psychologist are available to families
to provide support and community outreach.

Related services for all middle school special education students may include:
? Speech and Language Therapy
? Occupational Therapy
? Physical Therapy
? Adaptive Physical Education
? Psychology/Social Work
? Emotional/Behavioral Support
? Social Pragmatics
? Applied Behavior Analysis Services
? Augmentative Communication / Assistive Technology
? Hearing / Vision Services