Frontline Applicant Tracking - Washtenaw Area Schools Application Consortium

Openings as of 4/11/2025

Autism Spectrum Disorder - Special Education Teacher

JobID: 16787

Position Type:
  YCS - Estabrook Elementary School/Autism Spectrum Disorder


Date Posted:
  2/20/2025


Location:
  Estabrook Elementary School


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
ASD SPECIAL EDUCATION TEACHERR
REPORTS TO:        Building Principal and Director of Student Support Services 
SALARY:                Range is $44,450.00 - $54,150.00 per YCEA Contract

 *This position requires a current, valid Michigan teaching certification with  special education SV endorsement

SUMMARY:
The Teacher creates and sustains a community of learners through the development of a positive classroom and school culture, by holding rigorous and high expectations for students and by utilizing quality instructional practices matched to student learning needs. The Teacher continuously improves their practice through professional learning and collaboration with peers. The Teacher supervises students, develops and delivers lessons, utilizes established curriculum and maintains high levels of communication with parents/guardians regarding student progress and wellbeing.



YPSILANTI COMMUNITY SCHOOLS EXPECTS THAT EACH TEACHER:
• Commits to ongoing learning and the development of the craft of teaching for self; encourages, supports and mentors ongoing learning in students.
• Commits to high expectations for students, developing a vision of success for each student and moving that student towards its achievement.
• Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Commits to honoring all students, embracing their community and diversity.
• Commits to establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making.
• Commits to using community resources to improve instruction.
• Commits to collegiality and professionalism of self and staff.

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned.)
• Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
• Participates in collegial conversations surrounding student achievement on a regular basis, influencing individual, grade, and/or department instruction based on collective examination of student performance.
• Teaches district-approved curriculum, as well as local and state standards, using contemporary thinking around best-practices and program-specific objectives.
• Participates in district and school initiatives, adheres to building and district school improvement plans.
• Plans a program of study that meets the individual needs, interests and abilities of the students.
• Creates a positive, engaging classroom environment that is conducive to learning and appropriately responds to the maturity level and interest of the students.
• Encourages students to set and maintain high standards of classroom behavior. Proactively teaches appropriate behavior and expectations.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes and communicates clear objectives for all lessons, units, projects and activities.
• Identifies and responds to the learning style of all students. Differentiates instruction to accommodate these styles.
• Evaluates the academic and social growth of students, keeps appropriate records and prepares progress reports. Uses academic outcome information to inform curriculum and instructional decisions for all students.
• Acts as a public relations agent for the success and image of the district.
• Communicates regularly with students, parents, families and administration in advocacy of student growth. Develops communication plans that adjust for varying levels of parent involvement and inclusion.
• Integrates cultural consciousness in instruction, classroom culture and classroom artifacts.
• Collects and integrates information about community heritage in instruction.
• Adheres to district and school rules and procedures.
• Conducts behavior to demonstrate collegiality and professionalism.
• Regular predictable attendance.
SUPERVISORY RESPONSIBILITIES:
• Position may include supervisory responsibilities over Para-Educator staff.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


EDUCATION and/or EXPERIENCE:
• Possession of a Bachelor's or higher degree.
• Valid Michigan teacher's certificate with necessary endorsement(s) to teach assigned subject matter required.
• Educational experience preferred.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
LANGUAGE SKILLS:
• Ability to explain and demonstrate appropriate teaching techniques.
• Ability to read, analyze and interpret periodicals and professional journals.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to write lesson plans, business correspondence and other related correspondence.
• Ability to express self clearly, both orally and in writing.
• Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
• Ability to integrate technology into the everyday work flow is necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use computer technology for research, data management, communications and other instruction.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
MATHEMATICAL SKILLS:
• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
• Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
INTERPERSONAL SKILLS:
• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies and individuals.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.


ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.


APPLICATION PROCEDURE:
Complete all sections of the online application at: http://wash.k12.mi.us or http://www.ycschools.us/human-resources.html


DEADLINE:
This position is posted until filled.

TERMS:
The contract, salary and other employment conditions will be established by the Board of Education with salary ranging from $39,900 - $51,400. Applicants who receive a conditional offer of employment for this position will be required to work 187 days. Further, applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.


The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.



This position description is not a contract for employment.
 




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Openings as of 4/11/2025

CI Teacher - Special Education

JobID: 16786

Position Type:
  YCS - Estabrook Elementary School/Cognitive Impairment - Special Education Teacher


Date Posted:
  2/20/2025


Location:
  Estabrook Elementary School


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
REPORTS TO:          Building Principal and Special Education Supervisor
SALARY:                      $44,450.00 - $54,150.00
 
EDUCATION and/or EXPERIENCE:
1.           Valid Michigan teaching certificate with SA endorsement .
2.           Special Education endorsement.
3.           Two years teaching experience, at least one year in special education.

 
SUMMARY:  To consult and work with general education staff on needed adaptations and positive intervention strategies and to plan instruction and provide support necessary for students to benefit from their educational experiences.
ESSENTIAL DUTIES AND RESPONSIBILITIES: 
1.            Work closely with, and consult with, general education teachers to assist in developing appropriate programming for students with special needs.
2.            Provide assistance and instruction in the general education classroom to help students be successful in their educational programs.
3.            Assist in developing instructional behavior plans including positive intervention strategies and instruction in appropriate social and classroom behaviors.
4.            Evaluate and make periodic reports on the achievement and personal adjustment of students on his/her caseload.
5.            Choose, adapt or develop instructional materials appropriate to the ability of the students.
6.            Case manage and monitor student materials appropriate to the ability of the student.
7.            Maintain special education records and provide Special Education Director with all required documents.
8.            Lead and participate in child study teams, behavior support teams, IEPCs, 504 meetings, building committees and staff meetings.
9.            Assist students in developing positive student study skills and work habits.
10.          Provide instructional support necessary for students to progress in their educational program.
11.          Other duties may be assigned.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
LANGUAGE SKILLS:  Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports and business correspondence and procedure manuals.  Ability to effectively present information and respond to questions from staff and the general public.
 
MATHEMATICAL SKILLS:  Ability to work with mathematical concepts such as probability and statistical inference and fundamentals of plane and solid geometry and trigonometry.  Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.
 
REASONING ABILITY:  Ability to define problems and collect data, establish facts and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS and ABILITIES:  Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective working relationships with students, staff and the school community.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand and talk or hear and sometimes to walk and sit.  Occasionally the employee will bend or twist at the neck more than the average person.
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
The noise level in the work environment is usually moderate to loud.  The employee is frequently required to interact with the public and other staff.  The employee is directly responsible for the safety, well being and work out-put of students.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.




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Openings as of 4/11/2025

Lunchroom Supervisor

JobID: 16758

Position Type:
  YCS - Estabrook Elementary School/Lunchroom Supervisor


Date Posted:
  2/20/2025


Location:
  Estabrook Elementary School


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide

QUALIFICATIONS:                High School diploma or equivalent  
 
                                                Must possess good interpersonal and oral communication skills.
 
LOCATIONS:                         Estabrook Elmentary School
 
REPORTS TO:                       BUILDING PRINCIPAL
 
WORKS:                                 Approximately 3 hours per day
 
SALARY:                                $11.36/hour
 
CLOSING DATE:                    Posted until filled
 
____________________________________________________________________________________________
 
JOB GOAL OF LUNCHROOM SUPERVISOR:
 
Responsible for providing a safe, clean and orderly lunch period for all students.
 
 
Performance Responsibilities for Lunchroom Supervisor:
 
•     Works with other kitchen, lunchroom, principal and school staff;
 
•     Supervises students from their arrival in lunch line to their departure to playground or classroom;
 
•     Teaches students where to be in lines and where to sit in lunchroom;
 
•     Knows school safety procedures and emergency information;
 
•     Maintains positive communication with students—meet their needs;
 
•     Washes tables, wipes up spills and teaches good manners at lunch;
 
•     Maintains a pleasant environment in lunchroom;
 
•     Receptive to the special needs of students' diets;
 
•      Assist students in any way;
 
 •      Perform other related duties as assigned.





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Openings as of 4/11/2025

Paraprofessional - English Language Learner

JobID: 16788

Position Type:
  YCS - Estabrook Elementary School/Paraprofessional - English Language Learners


Date Posted:
  2/20/2025


Location:
  Estabrook Elementary School


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
Position Title: Bilingual  ELL Paraprofessional
Reports To:     Building Principal and/or Designee
Hourly Rate:    $16.15
 
JOB GOAL To assist English Learners (ELL) in the acquisition of listening, speaking, reading, and writing of the English language within the general education classroom and interact with parents / family as needed.
 
YPSILANTI COMMUNITY SCHOOLS EXPECTS THAT THE BILINGUAL EL PARAPROFESSIONAL:
• Commits to ongoing learning to develop the craft of teaching: encouraging, supporting and mentoring students to do the same.
• Commits to high expectations for students, developing a vision of success for each student and moving that student towards its achievement.
• Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Commits to honoring all students, embracing their community and diversity.
• Commits to establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making.
• Commits to using community resources to improve instruction.
• Commits to collegiality and professionalism of self and staff.
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned.)
• Provides academic English assistance to English Learners (EL) inside the general education classroom in grades K through 12 as needed throughout the district
• Provides bilingual assistance to ELs while they are gaining academic English proficiency
• Guides English Learners toward gaining proficiency in listening, speaking, reading, and writing of the English language
• Maintains communication with parents of students in the EL program
• Works with classroom teachers to support differentiated instruction
• Assists with student assessment
• Understands how exceptional conditions can interact with the domains of human development and uses this knowledge to respond to the varying abilities and behaviors of individuals with exceptional learning needs.
• Creates a positive, engaging classroom environment that is conducive to learning and appropriately responds to the maturity level and interest of the students.
• Works as a team member to solve problems, develop and implement quality programming.
• Assists teachers and support staff in preparing materials, keeping records, recording student progress and other data collection measures in an objective manner.
• Assists general education colleagues with the integration of individuals with exceptional learning needs in general education environments and engages them in meaningful learning activities and interactions.
• Manages and instructs students on appropriate behavior, using positive behavior support strategies consistent with Board policy and the student's behavior plan, if applicable.
• Acts as a public relations agent for the success and image of the district.
• Communicates effectively and objectively with students, parents, and administration in advocacy of student growth.
• Provides assistance to the operation of the total school program.
• Integrates cultural consciousness in instruction, classroom culture and classroom artifacts.
• Collects and integrates information about community heritage in instruction.
• Adheres to district and school rules and procedures.
• Conducts behavior to demonstrate collegiality and professionalism.
• Regular, predictable attendance
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:
• High School Diploma or equivalent
• Bilingual Spanish-speaker
• Must be able to implement strategies for student independence.
• Must be able to follow data collection information to support functional behavioral assessment.
• Must have exceptional knowledge and skills in working with student behavior management.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
LANGUAGE SKILLS:
• Ability to read, analyze and comprehend instructions, professional journals and correspondence.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to express oneself clearly, both orally and in writing.
• Ability to read, analyze and interpret information.
• Ability to write clear, concise, objective notes regarding activities during the instructional day to third parties (families, outside agencies, others).
 TECHNICAL SKILLS:
• Ability to integrate technology into the everyday work flow if necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
• Ability to follow data collection information to support functional behavioral assessment.
• Ability to accurately use district-wide electronic reporting systems for attendance, Medicaid logging, lunch count, etc.
MATHEMATICAL SKILLS:
• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
• Ability to apply common sense understanding to carry out detailed written or oral instructions.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Ability to use positive behavior support intervention techniques autonomously.
• Ability to make reasonable student focused decisions autonomously.
• Ability to implement various student plans simultaneously and report factually to the teacher.
INTERPERSONAL SKILLS:
• Ability to build rapport with others and to serve diverse publics.
• Ability to take the initiative, work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work collaboratively and cooperatively with others in a team.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
 
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work output of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.
 
 




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Openings as of 4/11/2025

Paraprofessional - Special Education

JobID: 16766

Position Type:
  YCS - Estabrook Elementary School/Paraprofessional - Special Education


Date Posted:
  2/20/2025


Location:
  Estabrook Elementary School


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
Position Title: Paraprofessional (Special Education)
Reports To: Principal and/or Special Education Director
Starting Salary:  $15.84 per hour
 
SUMMARY:
The Paraprofessional assists in creating and sustaining a community of learners through the development of a positive classroom and school culture, by holding rigorous and high expectations for students, and by utilizing quality instructional practices matched to student learning needs. The Special Education Paraprofessional assists professional staff in implementing individualized student programs for students with specific academic, medical, physical and/or other needs. The General Education Paraprofessional assists professional staff in implementing the goals of the classroom and/or program. The Paraprofessional collaborates and maintains high levels of communication with professional staff regarding student(s) progress and well-being.
 
YPSILANTI COMMUNITY SCHOOLS EXPECTS THAT EACH PARAPROFESSIONAL:
• Commits to ongoing learning to develop the craft of teaching: encouraging, supporting and mentoring students to do the same.
• Commits to high expectations for students, developing a vision of success for each student and moving that student towards its achievement.
• Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Commits to honoring all students, embracing their community and diversity.
• Commits to establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making.
• Commits to using community resources to improve instruction.
• Commits to collegiality and professionalism of self and staff.
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned.)
• Understands how exceptional conditions can interact with the domains of human development and uses this knowledge to respond to the varying abilities and behaviors of individuals with exceptional learning needs.
• Creates a positive, engaging classroom environment that is conducive to learning and appropriately responds to the maturity level and interest of the students.
• Works as a team member to solve problems, develop and implement quality programming.
• Participates in special instructional activities to meet program and student goals (e.g., vocational training, transitioning to adult life, etc.).
• Assists teachers and support staff in preparing materials, keeping records, recording student progress and other data collection measures in an objective manner.
• Assists general education colleagues with the integration of individuals with exceptional learning needs in general education environments and engages them in meaningful learning activities and interactions.
• Assists in creating and defining learning targets and communicates them effectively to students.
• Assists in implementing and monitoring IEP through group and individual instruction; including demonstrable skills in following IEP goals to specific related service areas (PT, OT, Speech, augmentative devices, etc.).
• Integrates support service activities into the program's curriculum and the school day.
• Manages and instructs students on appropriate behavior, using positive behavior support strategies consistent with Board policy and the student's behavior plan, if applicable.
• Uses appropriate technologies to support instructional planning and individualized instruction.
• Monitors health needs and implements specialized care programs under the direction of professional staff, if needed.
• Assists with self-care, eating/feeding, dressing, as well as medical intervention if necessary.
• Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
• Participates in district and school initiatives, adheres to building and district school improvement plans.
• Acts as a public relations agent for the success and image of the district.
• Communicates effectively and objectively with students, parents, and administration in advocacy of student growth.
• Provides assistance to the operation of the total school program.
• Integrates cultural consciousness in instruction, classroom culture and classroom artifacts.
• Collects and integrates information about community heritage in instruction.
• Adheres to district and school rules and procedures.
• Conducts behavior to demonstrate collegiality and professionalism.
• Regular, predictable attendance
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:
• High School Graduate, must provide High School Transcripts
• Must be able to implement strategies for student independence.
• Must be able to follow data collection information to support functional behavioral assessment.
• Must have exceptional knowledge and skills in working with student behavior management.
• Must have demonstrable skills in oral feeding programs, using a feeding tube/pump, catherization procedures, and other sanitization procedures, if needed.
• Must have demonstrable skills and prior experience in following a health care plan, if needed.
• Must have demonstrable skills and prior experience in using two person lifting procedures, training students with the use of a power wheelchair, transfers in and out of a wheelchair and personal care procedures, if needed.
• Must be able to use "Non-Violent Crisis Intervention" techniques and other behavior strategies.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
LANGUAGE SKILLS:
• Ability to read, analyze and comprehend instructions, professional journals and correspondence.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to express self clearly, both orally and in writing.
• Ability to read, analyze and interpret information.
• Ability to write clear, concise, objective notes regarding activities during the instructional day to third parties (families, outside agencies, others).
 TECHNICAL SKILLS:
• Ability to integrate technology into the everyday work flow if necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
• Ability to follow data collection information to support functional behavioral assessment.
• Ability to accurately use district-wide electronic reporting systems for attendance, Medicaid logging, lunch count, etc.
MATHEMATICAL SKILLS:
• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
• Ability to apply common sense understanding to carry out detailed written or oral instructions.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Ability to use positive behavior support intervention techniques autonomously.
• Ability to make reasonable student focused decisions autonomously.
• Ability to implement various student plans simultaneously and report factually to the teacher.
INTERPERSONAL SKILLS:
• Ability to build rapport with others and to serve diverse publics.
• Ability to take the initiative, work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work collaboratively and cooperatively with others in a team.
 
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.




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Openings as of 4/11/2025

Resource Room - Special Education

JobID: 16785

Position Type:
  YCS - Estabrook Elementary School/Resources Room Teacher


Date Posted:
  2/20/2025


Location:
  Estabrook Elementary School


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
REPORTS TO:          Building Principal and Special Education Supervisor
SALARY:                    $44,450.00 - $54,150.00
 
EDUCATION and/or EXPERIENCE:
1.           Valid Michigan teaching certificate with appropriate certification.
2.           Special Education endorsement.
3.           Two years teaching experience, at least one year in special education.
4.           Master's degree required for Teacher Consultant position.
 
SUMMARY:  To consult and work with general education staff on needed adaptations and positive intervention strategies and to plan instruction and provide support necessary for students to benefit from their educational experiences.
ESSENTIAL DUTIES AND RESPONSIBILITIES: 
1.            Work closely with, and consult with, general education teachers to assist in developing appropriate programming for students with special needs.
2.            Provide assistance and instruction in the general education classroom to help students be successful in their educational programs.
3.            Assist in developing instructional behavior plans including positive intervention strategies and instruction in appropriate social and classroom behaviors.
4.            Evaluate and make periodic reports on the achievement and personal adjustment of students on his/her caseload.
5.            Choose, adapt or develop instructional materials appropriate to the ability of the students.
6.            Case manage and monitor student materials appropriate to the ability of the student.
7.            Maintain special education records and provide Special Education Director with all required documents.
8.            Lead and participate in child study teams, behavior support teams, IEPCs, 504 meetings, building committees and staff meetings.
9.            Assist students in developing positive student study skills and work habits.
10.          Provide instructional support necessary for students to progress in their educational program.
11.          Other duties may be assigned.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
LANGUAGE SKILLS:  Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports and business correspondence and procedure manuals.  Ability to effectively present information and respond to questions from staff and the general public.
 
MATHEMATICAL SKILLS:  Ability to work with mathematical concepts such as probability and statistical inference and fundamentals of plane and solid geometry and trigonometry.  Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.
 
REASONING ABILITY:  Ability to define problems and collect data, establish facts and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS and ABILITIES:  Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective working relationships with students, staff and the school community.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand and talk or hear and sometimes to walk and sit.  Occasionally the employee will bend or twist at the neck more than the average person.
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
The noise level in the work environment is usually moderate to loud.  The employee is frequently required to interact with the public and other staff.  The employee is directly responsible for the safety, well being and work out-put of students.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.




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Openings as of 4/11/2025

Special Education Social Worker

JobID: 16853

Position Type:
  YCS - Estabrook Elementary School/Social Worker - Special Education


Date Posted:
  3/3/2025


Location:
  Estabrook Elementary School


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
School  Special Education Social Worker
Salary $47,950.00 - $57,550.00

SUMMARY:  To assist students with goal setting, behavior management and in obtaining needed community services.  To also perform student evaluations for special education eligibility and provide individuals or small group sessions to meet IEP requirements for students in special education and regular education programs.
ESSENTIAL DUTIES AND RESPONSIBILITIES:  Other duties may be assigned.
1.    Assist students and families in obtaining needed community services.
2.    Provide group and individual sessions on conflict resolution, goal setting, appropriate school and social behaviors and identified individual needs.
3.    Participate in student evaluations for special education eligibility including preparing required reports and case management.
4.    Assist in crisis prevention and crisis intervention activities.
5.    Serve on student study and student support teams.
6.    Work with students, staff and families to complete behavior analyses and to develop behavior plans, which will include positive intervention strategies.
7.    Take a leadership role in working with staff and administration to organize staff development activities to assist them in better handling diverse student needs.
8.    Help students and families understand the importance of regular attendance and benefits of education.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:
1.          Masters degree.
2.          State of Michigan License for  School Social Worker.
3.          Interest in working with adolescents with special needs.
 
LANGUAGE SKILLS:
• Ability to explain and demonstrate appropriate teaching techniques.
• Ability to read, analyze and interpret periodicals and professional journals.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to write lesson plans, business correspondence and other related correspondence.
• Ability to express self clearly, both orally and in writing.
• Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
• Ability to integrate technology into the everyday work flow is necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use computer technology for research, data management, communications and other instruction.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
MATHEMATICAL SKILLS:
• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
• Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
INTERPERSONAL SKILLS:
• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies and individuals.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
 
APPLICATION PROCEDURE:
Complete all sections of the online application at: http://www.ycschools.us/employment/
TERMS:
The contract, salary and other employment conditions will be established by the Board of Education with salary starting from $40,000. Applicants who receive a conditional offer of employment for this position will be required to work 195 days. Further, applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.
 
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The Ypsilanti Community Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
This position description is not a contract for employment.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.
 
 




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