The posting
About the Role York Middle School is seeking an empathetic, clinically minded Special Education Teacher / Case Manager to support middle school students experiencing significant internalizing behaviors, including severe anxiety, school refusal, work avoidance, and neurodivergent burnout. Within our supportive, low-sensory educational ""basecamp"" focused on emotional safety and re-engagement—you will provide a calm, predictable bridge that helps students rebuild confidence, regulate their nervous systems, and reintegrate into general education classrooms.
Key Responsibilities Specially Designed Instruction (SDI): Deliver tailored academic instruction, executive functioning coaching (task initiation, time estimation, and digital organization), and social-emotional learning in a low-arousal environment.
Re-Engagement & Attendance Support: Partner with clinical staff and families to address school avoidance and work avoidance through graduated re-entry plans, supportive Check-In/Check-Out (CICO) routines, and flexible pacing.
Co-Regulation & Emotional Safety: Utilize trauma-informed, collaborative problem-solving frameworks to help students recognize stress signals, use sensory reset tools, and build self-advocacy skills without punitive pressure.
Case Management & IEP Leadership: Oversee IEP development, progress monitoring, and service delivery across a tiered continuum of support (from full-day stabilization to hybrid and general education check-in models).
Multidisciplinary Collaboration: Co-plan daily with a Licensed School Social Worker, BCBA, OT, SLP, general education teachers, and parents to ensure seamless academic modifications and emotional support across home and school.
Qualifications Valid Maine Department of Education Special Education Teacher certification (282 — Teacher of Students with Disabilities, K–8 or K–12) or eligibility to obtain certification.
Demonstrated experience working with students navigating anxiety, depression, trauma, school refusal, or work avoidance.
Strong background in executive functioning scaffolds, social-emotional regulation strategies, and modifying grade-level middle school curriculum.
Exceptional communication and relationship-building skills with students, families, and general education colleagues.



