ESY (Extended School Year) - Licensed Special Ed Summer Programming

Below is specific information for you to consider about this position.

Job Title: ESY (Extended School Year) - Licensed Special Ed Summer Programming  and Requisition ID number: 102799

Close Date: 11:59 PM on  

Organizational Unit:  Special Ed Department (10000099) 

Site:  Citywide School Support (0002) 

FTE:  Varied FTEs; Summer Program; this is based on full-time equivalency with 1.0 being full time

Union:  Teachers(04) 

Functional Area:  Teaching 

Resume and Cover Letter are mandatory to apply for any position.

                                    **************************************************************************************** 

 

ESY (Extended School Year) - Special Ed Summer Programming

GYO Residents Encouraged to Apply!

 

Programming dates: June 23 - July 31, 2025 (MONDAY - THURSDAY)

SUMMARY:
Provide services to students in reading, writing, mathematics, emotional/behavioral skills, social skills, functional and adaptive skills and/or vocational skills. Service delivery models may include self-contained classrooms, small-group instruction and co-teaching in the general education classroom to provide direct skills instruction in the student’s area of need based on the ESY Plan and ESY Implementation Plan.

  
ESSENTIAL FUNCTIONS:
Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills.  This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class.  Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours.  Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function.  Essential duties and responsibilities may include, but are not limited to, the following: 
 

• Obtain and demonstrate knowledge of general education curriculum, including the Grade Level Expectations and State Standards.
• Consult and/or collaborate with the general education teachers in the areas of assessment, curriculum adaptation, behavior management, and monitoring of student progress of students with disabilities.
• Case management and progress monitoring around the students’ IEPs and ESY plans.
  Completing a progress report summarizing ESY Progress.
• Implement, and monitor behavior management programs for students with disabilities who exhibit behavior needs.
• Develop, implement, and monitor specialized, research-based instructional programs in basic skill areas to meet students’ unique needs.
• Attend and participate in ESY PD
• Adhere to building policy and procedures.
• Establish developmentally appropriate instructional and behavioral expectations for students and for self and and communicate those to students and their families.
• Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels.
• Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.