Job Goal:  The essential functions and duties listed are reflected of the various types of work and duties performed. Any omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position.

Qualifications:

• MA DESE Administrator of Special Education or Supervisor/Director (Pupil Personnel Services) MA DESE Administrator of Special Education of Supervisor/Director (Pupil Personnel Services) license
• Master’s Degree, with specialization in special education and at least 5 years’ experience in special education working with students with Autism Spectrum Disorder (ASD).  Public School experience preferred
• Knowledge and experience in evidence-based strategies for working with students with ASD
• Experience in setting up and using data monitoring systems for student outcomes related to social skill progress
• Experience in coaching school-based staff in behavioral strategies. Experience in providing professional development to teachers and other school staff

Preferred:

• Board Certified Behavior Analyst Certification(BCBA)
• Autism endorsed
• Experience working as administrator of program for students with ASD              

Skills, Abilities, & Knowledge:

• Passionate and knowledgeable about effective and meaningful inclusion for students with disabilities
• Depth of knowledge regarding special education laws, regulations, process and procedures
• Able to solve problems in a timely manner and knowing when to seek others’ input prior to decision-making
• Strong interpersonal and written/oral communication skills enabling information sharing and the development of trusting relationships with parents, staff and administrators
• Proven supervision and evaluation skills

Responsibilities:   

• Oversee and support implementation of AIM (Adapt, Include, Motivate) Program based on the scientifically validated principles of Applied Behavior Analysis (ABA).  The AIM program students receive rigorous programming focused on individual needs which may include discrete trials or small group settings for behavior management, social skills, academics, daily living skills, communication, speech and language, sensory integration, motor skills, talk therapies, and pre-vocational or vocational skills.  
• Work with Special Education Director and administrative team and building administration to lead vision of meaningful programming and inclusion opportunities for students in the AIM program.
• Provide support and training to teams on best practices related to instructional methodologies, early intervention, predictability and structure, functional analysis of behaviors, development of behavior intervention plans and systematic data monitoring.
• Provide ongoing family support, training, and consultation to coordinate opportunities between home and school to ensure skill generalization.
• Manage and oversee efficient and effective Extended School Year Programs Pre-K to Post-Graduate
• Oversee Behavior Services for students in the AIM program inclusive of Home Services
• Resolve parent concerns through effective and timely communication
• Ensure district compliance with all federal and state education laws and regulations, as well as compliance with Somerville Public Schools and Somerville Special Education policies and procedures.
• Ensure all students have full access to the curriculum outlined in the Massachusetts Curriculum Frameworks and the Public Schools of Somerville curriculum, including electives and specials.

Position Reports to:  Director of Special Education

The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the bases of race, color, age, religion, disability, preganancy, home status, martital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.