Secondary ASD Consultant - Multiple Buildings

Secondary ASD Consultant - Multiple Buildings Grosse Pointe Public School System - 3.5 Grosse Pointe, MI Job Details 16 hours ago Qualifications Behavior management for students with special needs Working with individuals with developmental disabilities Professional collaboration in IEP development Working with individuals with neurodevelopmental disorders Professional development facilitation in schools Teacher mentoring for professional development Teaching Certification Data analysis skills Consulting experience Mid-level Working with high schoolers 3 years Master's degree Classroom behavior modification Teacher coaching Working with students Staff training Autism spectrum disorders support Classroom Teaching IEP implementation Collaborative teaching Leadership Special Education Certification Teaching Staff development

Full Job Description JobID:

4074

Position Type:

Instructional/Teacher -

Special Education Date Posted:

4/28/2026

Location:

Multiple Buildings

POSITION DESCRIPTION

The Secondary ASD Consultant supports the academic, behavioral, and social success of students with Autism Spectrum Disorder (ASD) in grades 5-12. This position collaborates with general education teachers, special education staff, families, and building administrators across secondary schools within the Grosse Pointe Public School System to develop and implement evidence-based instructional strategies for students with ASD, as well as appropriate accommodations and supports to ensure access to the general education curriculum in the Least Restrictive Environment (LRE). The consultant provides expertise in ASD-specific programming, individualized education program (IEP) development, and inclusive practices at the secondary level. This role is primarily consultative, focusing on coaching, modeling, and collaborative problem-solving with staff. The position does not carry a caseload; however, the consultant may provide targeted direct support to students or classrooms, as needed, to build staff capacity and support IEP implementation.

PRIMARY QUALIFICATIONS

Master's Degree required Valid Michigan teaching certificate with Special Education endorsement Eligible for Teacher Consultant approval, per MARSE Minimum of three (3) years successful teaching experience in special education or related field Demonstrated experience working with students with Autism Spectrum Disorder required Strong background in inclusive practices at the secondary level preferred PBIS training preferred START (Statewide Autism Resources and Training) training preferred Experience in coaching, mentoring, or leading professional learning preferred

POSITION RESPONSIBILITIES

Model, coach, and support evidence-based instructional practices for students with ASD Provide ongoing coaching cycles with staff (modeling, observation, feedback, and reflection) to strengthen inclusive instructional practices Provide content-area support to general education teachers (e.g., ELA, math, science, social studies) to ensure access to grade-level curriculum for students with ASD Provide consultation and support to general and special education teachers across secondary schools to promote student success in inclusive settings within the Least Restrictive Environment Provide guidance to teams, including paraprofessionals, to support student independence, engagement, and social-communication development Assist IEP teams with evaluation data analysis, ASD-informed programming considerations, and LRE determinations Support the implementation of accommodations and modifications, including academic, behavioral, communication, and environmental supports Assist staff in identifying priority learning goals aligned to grade-level standards and graduation requirements Support classroom structures that promote predictability, engagement, independence, and skill development across academic, social, and behavioral domains Provide guidance and professional development to staff regarding evidence-based practices for students with ASD, including structured teaching, visual supports, executive functioning supports, and social-communication strategies aligned with START best practices Participate in the Wayne RESA Autism Collaborative (WRACE) Regional Collaborative Network (RCN) to support implementation of START-aligned practices across the district Provide expertise in behavior intervention, including functional behavior assessments (FBA), behavior intervention plans (BIP), and data-based decision making Support implementation of PBIS and classroom management systems Support the development and implementation of peer-to-peer programming and inclusive opportunities within general education settings Provide targeted direct support to students or classrooms, as needed, to model strategies and build staff capacity Provide guidance to families regarding secondary programming and student supports Collaborate with related service providers (e.g., speech-language pathologists, occupational therapists, school psychologists, school social workers) to ensure cohesive student support Support compliance with IDEA, MARSE, Wayne RESA, and district policies Other duties as assigned by direct supervisor Email To A Friend Print Version