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