ESY Special Education Teacher

ESY Teacher-Special Education

A Special Education Teacher – Extended School Year (ESY) is responsible for providing individualized instruction and support to students with disabilities during the district's summer ESY program. The role ensures students receive appropriate educational services consistent with their Individualized Education Programs (IEPs), with a focus on preventing or minimizing regression of critical skills. The teacher collaborates with families, paraprofessionals, and related service providers across multiple program sites to deliver structured, evidence-based instruction in a supportive summer learning environment.

Session Dates: Monday–Thursday, July 6–9, July 13–16, and July 20–23

Program Hours: 9:00 AM – 12:00 PM

ECSE Program Hours: 9:00 AM - 11:30 PM

ECSE: CELC Building

Grades K–5: Peter Hobart Elementary School

Grades 6–12: St. Louis Park Middle School

T-Plus Program: Lenox Community Center

Deliver high-quality, IEP-aligned direct instruction to students with disabilities across assigned ESY program sites and grade bands.

Develop and implement lesson plans targeting IEP goals in academic, communication, social-emotional, and functional skill areas.

Adapt instructional methods, materials, and assessments to accommodate diverse learning styles and disability profiles.

Utilize assistive technology and specialized resources to support student access and engagement.

Collect and document data on student progress toward IEP goals throughout the ESY program.

Ensure compliance with federal and state special education laws, including IDEA and Minnesota Rule 3525.

Participate in IEP meetings and ESY eligibility determinations as appropriate.

Provide accommodations and modifications in accordance with individual IEPs.

Work collaboratively with paraprofessionals, related service providers, and building staff to ensure continuity of services.

Communicate regularly with parents and guardians regarding student progress and program updates.

Implement Positive Behavior Support Plans (PBSPs) and apply de-escalation and crisis intervention strategies as needed.

Promote a safe, inclusive, and supportive learning environment across all program sites.

Supervise and provide direction to paraprofessionals and support staff assigned to the classroom.

Maintain accurate and confidential student records in compliance with district policies and FERPA requirements.

Adhere to all district policies, ethical guidelines, and confidentiality requirements.

Other duties as assigned.

Special Education Laws & Policies: Working knowledge of IDEA, Minnesota Rule 3525, Section 504, and ADA as applied to ESY services.

Individualized Education Programs (IEPs): Knowledge of IEP implementation, progress monitoring, and compliance requirements.

Instructional Strategies: Proficiency in differentiated instruction, Universal Design for Learning (UDL), and evidence-based teaching practices for students with disabilities.

Behavior Management: Understanding of PBIS frameworks, Functional Behavior Assessments (FBAs), and Behavior Intervention Plans (BIPs).

Assessment & Data Collection: Skill in collecting formative and summative data to track student progress and adjust instruction.

Collaboration & Teamwork: Strong skills in working with paraprofessionals, related service providers, and families across multiple sites.

Communication: Clear and effective verbal and written communication with students, parents, and colleagues.

Adaptability & Flexibility: Ability to adjust teaching strategies and interventions as student needs evolve across a compressed summer schedule.

Classroom & Behavior Management: Skill in implementing behavior support strategies and fostering a positive learning environment.

Advocate for Student Success: Ensure students receive necessary support, accommodations, and services throughout the ESY program.

Maintain Confidentiality & Ethical Standards: Handle sensitive student information with professionalism and discretion.

Standing & Walking: Frequent standing and walking throughout the classroom and school to assist students and provide instruction.

Sitting: Periods of sitting while working with students, developing lesson plans, and completing documentation.

Bending, Stooping, & Kneeling: Occasionally required to assist students with mobility needs or manage classroom materials.

Lifting & Carrying: May need to lift and carry instructional materials, student belongings, or adaptive equipment (typically up to 25 lbs.). Some positions may require assisting students with physical disabilities in transferring or positioning (training provided).

Assisting with Mobility: Supporting students who use walkers, wheelchairs, or other assistive devices.

Physical Restraint & De-escalation (if required): Training in Crisis Prevention Intervention (CPI) or similar methods may be necessary to ensure student and staff safety.

Visual & Auditory Requirements: Ability to observe students, monitor behaviors, and respond to verbal and nonverbal cues.

Classroom Environment: Work is conducted across multiple specialized program sites supporting students with diverse learning needs.

Community-Based Learning: The T-Plus program involves instruction at a community center setting.

Students: Daily interaction with students who have a range of disabilities, including cognitive, emotional, behavioral, and physical challenges.

Colleagues & Support Staff: Frequent collaboration with paraprofessionals, related service providers, and building administrators across program sites.

Families & Caregivers: Regular communication with parents/guardians to discuss student progress, needs, and ESY program updates.

Behavioral Challenges: Some students may display disruptive behaviors requiring de-escalation strategies or CPI techniques.

Adaptive & Assistive Technology: Use of specialized equipment, visual aids, communication devices, and assistive technology tools.

Emotional Resilience: Supporting students with disabilities requires patience, empathy, and the ability to handle emotionally charged situations.

Commitment to Equity & Inclusion: Advocating for students' rights and ensuring equitable access to ESY educational services.

Bachelor's Degree in Special Education, Education, or a related field required; Master's Degree preferred.

Previous teaching experience in a special education classroom or inclusion setting preferred.

Experience collaborating with general education teachers, related service providers, and paraprofessionals.

Familiarity with behavior intervention plans (BIPs), functional behavior assessments (FBAs), and assistive technology.

Experience working with diverse student populations, including students with multiple or complex disabilities.

Strong understanding of federal and state special education laws (IDEA, Minnesota Rule 3525, Section 504).

Commitment to professional growth through ongoing training and professional development.

Valid Minnesota teaching license issued by the Professional Educator Licensing and Standards Board (PELSB) with a special education endorsement required.

Licensure in K–12 Special Education; ASD, DCD, EBD, or cross-categorical endorsement preferred depending on site assignment.

ECSE licensure required for CELC Building placement.

Certification in Crisis Prevention Intervention (CPI) or other de-escalation techniques preferred (district training available).

Completion of a state-approved Special Education Teacher Preparation Program.

St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include:

Health and Dental Insurance

Flexible Spending Accounts (FSA) for medical and dependent care expenses

Life Insurance

Accidental Death and Dismemberment (AD&D) Insurance

Short- and Long-Term Disability Insurance