The Assistive Technology Specialist provides services to identified students and districts, including: assessment, intervention, consultation and training.

TYPICAL DUTIES: 

1. Conduct evaluations. 
2. Select and design materials and equipment. 
3. Assist in the acquisition of Assistive Technology equipment. 
4. Coordinate services through consultation with families and staff members. 
5. Train students, staff, and family members in the use of assistive technology. 
6. Provide technical assistance including troubleshooting and repair of assistive technology equipment. 
7. Perform such other duties as may be assigned by the Special Education Supervisor.

The School Psychologist is responsible for providing the psychological services related to the management and learning of students with special needs. 

The School Social Worker is responsible for the provision of student and family counseling and social services.

TYPICAL DUTIES (School Social Worker): 

1. Counsel students and family members for interpersonal and/or behavior problems associated with school. 
2. Inform teachers about pertinent experiences that influence student behavior. 
3. Establish and maintain liaison with agencies working with the students and their families, such as Social Security for SSI benefits, Family Court for matters relating to wills and guardianship, the juvenile court system and the Division of Youth. 
4. Participate in staffing conferences to review the programs and progress of students. 
5. Prepare and maintain up-dated records including activities such as triennial social   histories, parent conference summaries, and communications with community agencies. 
6. Perform such other professionally related duties as may be assigned by the Special Education Supervisor.

Responsible for providing the speech and language services related to the needs of children for a classroom and on an itinerant basis.

TYPICAL DUTIES:

1. Provide individual speech and language evaluations/intervention 
2. Assist classroom teachers in developing instructional techniques in the areas of speech and language development 
3. Communicate with administrators, teachers, parents, and students regarding difficult speech and language problems 
4. Maintain communication with speech and hearing agencies and participating schools in areas of diagnosis and remediation of speech, hearing, and language problems 
5. Perform such other professional duties as may be assigned by the Special Education Supervisor.

The Teacher of the Blind/Visually Impaired and Orientation and Mobility Instructor provides instructional support to classroom teachers and blind/visually impaired students in multiple service locations.

TYPICAL DUTIES: 

1. Provide individual assessments of students with visual impairments.
2. Provide support to faculty working with students with visual impairments in areas of teaching strategies, environmental modifications and  selection of materials. 
3. Provide information to parents of children with visual impairments. 
4. Complete Individual Educational Plans for individual students. 
5. Provide direct service to individual students in content areas. 
6. Maintain communication with administrators, teachers and supportive personnel regarding the educational programs for students with visual impairments. 
7. Participate in staffing conferences and Committee on Special Education meetings to review the programs of students. 
8. Maintain necessary records. 
9. Perform other such professionally related duties as may be assigned by the Special Education Supervisor.

To provide academic, social, and developmental support for individual students.  This service may be provided at school or in the home and may be direct or consultative.

TYPICAL DUTIES: 

1. Provide educational assessments for deaf or hard of hearing students.
2. Provide instructional support services to deaf or hard of hearing students.
3. Provide training to classroom teachers and other building staff in the management of the deaf/hard of hearing student.
4. Monitor student’s use of educational amplification.
5. Maintain communication with administration, teachers and parents regarding the student’s educational program.
6. Complete Individual Educational Plans.
7. Participate in staffing conferences and Committee on Special Education meetings.
8. Maintain updated records on individual students.
9. Perform such other professionally related duties as may be assigned by the Special Education Supervisor.

Responsible for developing and implementing an instructional program to create English language arts proficiency that supports academic achievement for assigned limited English proficient (LEP)/English Language Learners (ELL).

TYPICAL DUTIES: 

1. Assess English language proficiency of new or incoming students as part of identification procedures and conduct annual assessment, as per CR Part 154 regulations. 
2. Plan and implement English Language Arts (ELA) instruction for assigned LEP/ELL students; learning experiences should assist students in achieving the NYS learning standards. In addition to direct instruction, responsibilities include activities such as identification of learning activities that may supplement instruction in classrooms. 
3. Monitor and report to administrators, classroom teachers, and parents the progress of assigned LEP/ELL students in attaining the ELA learning standards. Activities include, but are not limited to, annual achievement reports and periodic individual evaluations. 
4. Participate in department and building staff meetings, parent-teacher conferences, and other meetings as necessary to review the program and progress of students.

Responsible for developing and implementing an instructional program designed to meet the cognitive, social, motor and language needs of students with disabilities enrolled in a special class setting.  The classroom has students with severe disabilities and highly individualized programs.

TYPICAL DUTIES: 

The Classroom Teacher is responsible for developing and implementing an instructional program designed to maximize the academic progress and meet the individual needs of enrolled students with special needs.

TYPICAL DUTIES:

1. Establish and implement units of instruction to meet the instructional objectives of students, consistent with the Standards of the New York State Education Department and curriculum of the Office of Special Education.
2. Monitor and report to parents/administrators the educational process of all students enrolled.  This includes activities such as progress reports, achievement and diagnostic educational evaluations.
3. Participate in meetings and parent conferences to review the programs and progress of students.
4. Direct the activities of program aides and make semi-annual recommendations to the Supervisor.
5. Direct the participation of volunteers and student teachers in the classrooms.
6. Develop and implement structured classroom teaching model, including use of assistive technology and visual communication system management plans in coordination with support staff and supervisor.
7. Perform all classroom clerical duties such as maintenance of cumulative folders and attendance records and completion of all forms as directed by the Office of Special Education.
8. Perform such other professional duties as may be assigned by the Supervisor of Instruction.

Responsible for developing and implementing an instructional program designed to maximize the academic progress and meet the individual needs of the students with emotional disturbance enrolled in this program.

TYPICAL DUTIES: 

1. Establish and implement units of instruction to meet the instructional objectives of students, consistent with the Standards of the New York State Education Department and curriculum of the Office of Exceptional Children.
2. Monitor and report to parents, administrators and the CSE the educational progress of all students enrolled.  This includes activities such as progress reports, achievement and educational evaluations.
3. Participate in meetings, parent conferences and CSE meetings to review the programs and progress of students.
4. Direct the activities of program paraprofessionals and evaluate their performance as needed.
5. Enroll students in building special area classes, if needed, and monitor their progress throughout the year.
6. Develop and implement social-emotional interventions and formal classroom behavior management plans in coordination with mental health staff and supervisor.
7. Perform all classroom clerical duties such as maintenance of cumulative folders and attendance records and completion of all forms as directed by the Office of Exceptional Children.
8. Perform such other professional duties as may be assigned by the Special Education Supervisor.

Position starts August 29, 2023, plus summer days

Collaborate with home/sending districts and CTE administration to promote career awareness and CTE opportunities, enroll students within the CTE department, monitor and support student progress towards graduation options and help facilitate successful post-secondary transitions for all students.

Teach introductory industry aligned curriculum for a variety of human service positions, designed to prepare students for transition to entry level employment and/or continued education in their chosen field.

TYPICAL DUTIES:  

1. Develop, plan, and implement curriculum and assessments aligned to the human services industry and NYS Learning Standards (CDOS and Literacy).
2. Assess and monitor student progress to guide instruction (daily, weekly, and quarterly assessment of student grades).
3. Collaborate with co-teacher, Instructional Specialists, and other support staff to ensure IEP implementation.
4. Create and implement an effective classroom management plan that supports the code of conduct.
5. Establish a safe learning environment with active supervision and proper use of all equipment.
6. Communicate with students, Exceptional Children/CTE colleagues, parents, and component districts.
7. Collaborate with work-based learning coordinators, internal departments, and community partners, to create work-based learning opportunities for students.
8. Complete all record keeping functions related to the classroom. Including but not limited to grades, attendance, work-based learning hours, etc.
9. Attend professional development, faculty meetings and establish and facilitate advisory committee meetings. Attend and assist with events such as open house and information night.
10. Perform additional professionally related duties at the request of administration                

Teach introductory industry aligned curriculum for a variety of human service positions, designed to prepare students for transition to entry level employment and/or continued education in their chosen field.

TYPICAL DUTIES:  

1. Develop, plan, and implement curriculum and assessments aligned to the trades and NYS Learning Standards (CDOS and Literacy).
2. Assess and monitor student progress to guide instruction (daily, weekly, and quarterly assessment of student grades).
3. Collaborate with co-teacher, Instructional Specialists, and other support staff to ensure IEP implementation.
4. Create and implement an effective classroom management plan that supports the code of conduct.
5. Establish a safe learning environment with active supervision and proper use of all equipment.
6. Communicate with students, Exceptional Children/CTE colleagues, parents, and component districts.
7. Collaborate with work-based learning coordinators, internal departments, and community partners, to create work-based learning opportunities for students.
8. Complete all record keeping functions related to the classroom. Including but not limited to grades, attendance, work-based learning hours, etc.
9. Attend professional development, faculty meetings and establish and facilitate advisory committee meetings. Attend and assist with events such as open house and information night.
10. Perform additional professionally related duties at the request of Exceptional Children administration                     

WeMoCo Building - Career and Technical Education Center (Spencerport)

Substitute for the classroom teacher in their absence.  Conduct class as directed.

• Meet and instruct assigned classes in their locations and at the times designated in the absence of the regular assigned teacher on a per diem basis.
• Follow established plans for the delivery of instruction/classroom management as set forth by the teacher.
• Develop and maintain a classroom environment conducive to effective learning and maintain standards of classroom behavior.  Utilize the administrative and instructional support resources provided by the career/technical program.
• Evaluate student progress. Authentic daily and weekly student grades and attendance.
• Take all necessary and reasonable safety precautions to protect students, equipment, materials, and facilities.
• Assist in upholding and enforcing school rules, administrative regulations, and Board policy.

Teacher, Residential and Commercial Electrical: Residential & Commercial Electrical (monroe2boces.org)

Teach high school public education that is aligned to the residential and commercial electrical industry.  The Residential and Commercial Electrical program meets NYS Standards and is designed to prepare high school students for transition to skilled employment and/or continued education.

TYPICAL DUTIES:

1. Develop, plan, and implement curriculum, lab experiences and assessments aligned to the National Electric Code and locally developed curriculum and NYS Learning Standards.
2. Teach and prepare high school Electrical students for success after high school.
3. Assess and monitor student progress to guide instruction (daily, weekly, and quarterly assessment of student progress).
4. Teach High School students the components of Career Development and transferable Career Readiness Skills, including the Career and Financial Management curriculum.  
5. Collaborate with academic teachers to integrate related literacy, math, and science instruction.
6. Create and implement an effective classroom management plan that supports the Code of Conduct.
7. Establish a safe learning environment with active supervision and instruction in the proper use of all tools and equipment.
8. Work collaboratively with Operations and Maintenance to ensure all necessary and reasonable safety precautions in accordance with OSHA and DOH guidelines are followed to protect students, equipment, materials, and facilities.
9. Communicate with students, CTE colleagues, parents, component districts and when necessary, Special Education colleagues.
10. Collaborate with Work Based Learning Coordinators, as well as industry and community partners, to create work-based learning opportunities for students.
11. Complete all record keeping functions related to the classroom; including but not limited to grades, attendance, worked-based learning hours, etc.
12. Attend professional development, faculty meetings, and establish and facilitate advisory committee meetings. Attend and assist with events such as Open House and CTE Expo.
13. Perform additional professionally related duties at the request of CTE administration.

Tutors are responsible for providing instruction to students confined to the home or hospital or awaiting appropriate program placement.

TYPICAL DUTIES:      

1.  Provide instruction to students confined to the hospital, home or awaiting appropriate program placement. 

2.  Monitor and report progress to the classroom teacher and administration. 

3.  Perform such other professional duties as may be assigned by the classroom teacher or the Supervisor of Special Education.

Responsible for providing the speech and language services related to the needs of children for a classroom and on an itinerant basis.

TYPICAL DUTIES:

1. Provide individual speech and language evaluations/intervention 
2. Assist classroom teachers in developing instructional techniques in the areas of speech and language development 
3. Communicate with administrators, teachers, parents, and students regarding difficult speech and language problems 
4. Maintain communication with speech and hearing agencies and participating schools in areas of diagnosis and remediation of speech, hearing, and language problems 
5. Perform such other professional duties as may be assigned by the Special Education Supervisor.

Per Diem & Regular Substitute positions

The School Psychologist is responsible for providing the psychological services related to the management and learning of students with special needs. 

The School Social Worker is responsible for the provision of student and family counseling and social services.

TYPICAL DUTIES (School Social Worker): 

1. Counsel students and family members for interpersonal and/or behavior problems associated with school. 
2. Inform teachers about pertinent experiences that influence student behavior. 
3. Establish and maintain liaison with agencies working with the students and their families, such as Social Security for SSI benefits, Family Court for matters relating to wills and guardianship, the juvenile court system and the Division of Youth. 
4. Participate in staffing conferences to review the programs and progress of students. 
5. Prepare and maintain up-dated records including activities such as triennial social   histories, parent conference summaries, and communications with community agencies. 
6. Perform such other professionally related duties as may be assigned by the Special Education Supervisor.

The Substitute Classroom Teacher is responsible for maintaining the classroom and instruction on a daily basis for students with disabilities.

TYPICAL DUTIES: 

1. Review IEP’s and behavior plans of students in the class. 
2. Carry out instructional activities per the substitute plans. 
3. Manage the classroom with student behaviors and needs. 
4. Collaborate with the staff in the classroom to help the students have a successful day. 
5. Come prepared with instructional activities in the event that substitute plans are not available.

The Literacy Instructional Specialist assists classroom staff in all areas of literacy program and instructional support.

Schedule:  10 Months, plus summer days.

TYPICAL DUTIES: 

1. Act as instructional coach (relative to literacy instruction).
2. Visible ongoing classroom visitation with respect to assisting staff with lesson planning/instructional materials and strategies, assessment- (formative and summative).
3. Provide staff development, modeling and monitoring of staff use of Guided Reading Practices and implementation of New York State Standards and Essential Elements.
4. Facilitate ongoing guidance, monitoring and development of ELA curriculum
5. Model the integration of technology supports into literacy instruction.
6. Design, deliver, evaluate, and re-design staff development programs, including modeling and monitoring of staff use of developmentally appropriate assessments based upon current research and best practice, including running reading records concepts about print, story retellings, literature discussion groups and standardized tests.
7. Provide staff development on instructional practices aligned to New York State ELA Standards for differentiated reading instruction using leveled texts for early and emergent literacy and integrated thematic instruction at intermediate and secondary levels.
8. Provide staff development on New York State ELA Assessments K-12 and analyze student and program performance to determine areas of needed improvement.
9. Oversight and guidance for the annual performance literacy assessment.
10. Provide consultation to teachers K-12 on the design and delivery of classroom-based interventions for students with reading disabilities.
11. Communicate as needed with district Staff Development Coordinators, Assistant Superintendents, and Building Principals.
12. Perform other related duties as may be assigned by the Assistant Director

Design or assist teachers in designing math curriculum, assist with academic integration, teach specialized and/or math dual enrollment courses, CFM curriculum and industry alignment of math skills

TYPICAL DUTIES:

1. Work with CTE teachers to design, maintain, and implement curriculum to support embedded math skills, academic integration and remediation, as well as industry alignment
2. Provide instructional coaching (including, but not limited to co-planning/teaching, direct instruction, etc.) to CTE teachers to assist with both math integration and remediation, as well as high quality instruction
3. Assist with curriculum, resources and materials for the financial management portion of the CFM modules
4. Teach specialized math courses and/or dual enrollment math courses as needed
5. Deliver individual and group staff development aligned to Next Generation Learning Standards, math instruction and best practices
6. Plan and participate in department activities such as program approval process, middle school visits, tour day, etc.
7. Collaborate with industry, post-secondary and community partners on initiatives related to math and financial management skills
8. Perform additional professionally related duties as may be assigned by CTE Administration.

Responsible for collaborating and assisting with the implementation of an instructional program designed to meet the individual needs of students with disabilities in inclusion models.

1. Assist in developing and implementing curricular adaptations/instructional strategies with the classroom teacher(s).
2. Serve as a liaison between the Special Education Department, special area teachers, parents, and other team members.
3. Participate in team meetings.
4. Collaborate with team members in the development of the Individualized Education Plan (IEP).
5. Communicate with parents regarding the educational program and progress of their child.
6. Assist in directing the activities of teacher aides.
7. Perform such other professional duties as may be assigned by the Supervisor of Special Education.

The Classroom Teacher is responsible for developing and implementing an instructional program designed to maximize the academic progress and meet the individual needs of enrolled students with special needs.

TYPICAL DUTIES: 

1. Establish and implement units of instruction to meet the instructional objectives of students, consistent with the Standards of the New York State Education Department and curriculum of the Office of Special Education
2. Monitor and report to parents/administrators the educational process of all students enrolled.  This includes activities such as progress reports, achievement and diagnostic educational evaluations.
3. Participate in staffings and parent conferences to review the programs and progress of students.
4. Direct the activities of program aides and make semi-annual recommendations to the Supervisor.
5. Direct the participation of volunteers and student teachers in the classrooms.
6. Develop and implement structured classroom teaching model, including use of assistive technology and visual communication system management plans in coordination with support staff and supervisor.
7. Perform all classroom clerical duties such as maintenance of cumulative folders and attendance records and completion of all forms as directed by the Office of Special Education.
8. Perform such other professional duties as may be assigned by the Supervisor of Instruction.