MIDDLETOWN PUBLIC SCHOOLS
Mission Statement:
Middletown Public Schools cultivates the brilliance in each student.
Values and Belief Statements:
Empowerment: Middletown Public Schools empowers its students with the knowledge
and skills to create lives brimming with purpose, passion and fulfillment.
Community: Middletown Public Schools harnesses the power of community by
fostering an environment of mutual understanding and appreciation.
Growth: Middletown Public Schools encourages a culture of growth and exploration,
inspiring lifelong learners.
Authenticity: Middletown Public Schools embraces each person’s authenticity and
cultivates an inclusive culture that brings about a sense of belonging.
Description: COMPLIANCE MONITOR
Secondary Instructional Support Partner (ISP) Teacher
Reports To: Director of Special Education and Pupil Services and Supervisor of Special Education and Pupil Services
Location: Middletown High School
Qualifications:
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Connecticut Certification #165 Comprehensive Special Education K-12 required.
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Minimum of five (5) years of successful experience in special education.
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Demonstrated expertise in special education law, IEP development, compliance, and instructional programming.
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Experience providing professional development, coaching, and mentoring.
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Knowledge of CT-SEDS and special education data systems.
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Strong organizational, communication, leadership, and collaboration skills.
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PMT Trainer certification preferred or willingness to obtain.
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Experience supporting students with intensive behavioral, academic, and transition needs is preferred.
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TEAM mentor certification and/or willingness to obtain.
Salary: Salary and Benefits per the MFT contract located on the Middletown Schools Website. The Instructional Support Partner Teacher works an additional five (5) days.
Starting: August 24, 2026
The Secondary Instructional Support Partner (ISP) Teacher serves as a district-based special education teacher leader responsible for supporting the implementation of high-quality special education services at the secondary level. The ISP works collaboratively with school administrators, special education teachers, related service providers, general education staff, students, and families to ensure compliance with federal and state special education requirements and to strengthen instructional practices and student outcomes.
The ISP provides leadership in IEP development and implementation, instructional coaching, compliance monitoring, transition planning, professional development, behavioral support systems, and program coordination. This position serves as a liaison between schools and the Central Office Special Education Leadership Team and helps build the capacity of staff to effectively support students with disabilities in inclusive and specialized educational settings.
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Support the development, implementation, and monitoring of high-quality Individualized Education Programs (IEPs).
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Assist school teams in ensuring compliance with IDEA, Connecticut State Department of Education regulations, and Board of Education policies.
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Review and monitor IEPs, evaluations, reevaluations, and special education documentation for accuracy, quality, and compliance.
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Support the coordination, facilitation, and documentation of Planning and Placement Team (PPT) meetings.
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Monitor annual reviews, triennial evaluations, transfer student records, and special education timelines.
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Maintain building-level compliance systems and provide regular reports to district leadership regarding trends, concerns, and areas requiring support.
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Attend PPT and be the note taker at PPT meetings when requested.
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Finalization of IEPs in CT-SEDs
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Provide coaching, mentoring, and professional learning opportunities for special education staff.
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Support teachers in data collection, progress monitoring, instructional planning, and specially designed instruction.
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Assist staff in developing measurable goals, writing compliant IEPs, and implementing evidence-based instructional practices.
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Facilitate department meetings, case reviews, and collaborative problem-solving sessions.
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Develop and coordinate orientation and mentoring supports for new special education staff.
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Collaborate with curriculum leaders to align special education programming with district instructional initiatives.
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Support teams in developing interventions and instructional plans for students with academic, behavioral, social-emotional, and transition needs.
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Assist case managers in developing and implementing supports for students exhibiting challenging or unsafe behaviors.
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Model intervention strategies, provide coaching, and monitor student progress.
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Support the implementation and monitoring of behavioral programs, Functional Behavioral Assessments (FBAs), Behavioral Intervention Plans (BIPs), and Extended School Year (ESY) services.
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Coordinate district training related to crisis prevention, restraint, and seclusion requirements, and supportive regulation practices.
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Support transition planning for students ages 14-22.
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Coordinate secondary programming, alternative education placements, vocational opportunities, and community-based learning experiences.
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Support student transitions between schools, programs, and post-secondary environments.
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Collaborate with sending districts, vocational programs, community agencies, colleges, and workforce development partners.
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Support graduation planning and ensure alignment between student schedules, IEP requirements, and graduation requirements.
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Conduct needs assessments to identify staff training priorities.
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Contribute to the design, facilitate, and evaluate professional development related to special education practices, compliance, instructional strategies, inclusive practices, behavior supports, and CT-SEDS.
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Support the implementation of district initiatives through coaching, modeling, collaboration, and follow-up.
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Assist in developing systems that promote consistent implementation of special education policies and procedures across schools.
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Collect, analyze, and report special education program data to support decision-making and continuous improvement.
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Assist district leadership in evaluating program effectiveness and identifying trends related to student outcomes and compliance.
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Support preparation for state monitoring activities, audits, corrective action plans, and compliance reviews.
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Maintain accurate records and reports required by the district and state.
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Serve as a liaison between schools, district leadership, families, and community partners.
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Participate in district leadership meetings, curriculum meetings, and professional learning communities.
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Support administrators and school teams in implementing district initiatives and ensuring equitable access to services for students with disabilities.
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Promote collaborative problem-solving, effective communication, and positive working relationships among stakeholders.
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Attend required district, state, and departmental meetings.
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Maintain current knowledge of special education laws, regulations, best practices, and instructional innovations.
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Serves as the special education case manager for students placed in expulsion programming, ensuring compliance with all federal, state, and district special education requirements, including the delivery and coordination of IEP services, progress monitoring, and ongoing collaboration with families and multidisciplinary teams.
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Perform other duties as assigned by the Director or Supervisor of Special Education and Pupil Services.
Only qualified applicants will be contacted.
STATEMENT OF NON-DISCRIMINATION The Middletown Board of Education is an affirmative action/equal opportunity employer, and it does not discriminate on the basis of race, color, religious creed, age, marital status, military or veteran status, national origin, ancestry, alienage, sex, gender identity or expression, sexual orientation, disability or pregnancy in any of its education programs, activities, or employment policies. All educational programs and offerings, including vocational education and extracurricular activities, subscribe to this policy.
