Extended School Year (ESY) Related Services Providers

FRAMINGHAM PUBLIC SCHOOLS

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Extended School Year ESY Related Services Providers

Department of Special Education

Summer 2026

Position Titles & Rates of Pay

Applied Behavior Analyst ABA From $28.50 to $35.87 per hour

Board Certified Behavior Analyst BCBA $50.00 per hour

Behavioral Specialist TBDCertified Occupational Therapy Assistant COTA TBDOccupational Therapist From $47.55 to $55.00 per hour

Physical Therapist $55.00 per hour

Social Worker $35.87 per hour

Speech and Language Pathologist $55.00 per hour

POSITION SUMMARY

The Extended School Year ESY Related Services Providers provide high-level clinical leadership and therapeutic expertise ensuring the effective delivery of specialized support services for the districts students. These roles are responsible for enhancing the educational experience by designing and executing targeted interventions and treatment plans that meet the individual developmental, behavioral, and academic needs of all learners. Key responsibilities include creating therapeutic environments conducive to growth, defining clear progress objectives, and supervising the purposeful delegation of supportive tasks to assistants and program staff.

This commitment aligns with Framingham Public Schools high expectations for achievement, equal access to culturally responsive quality instruction, academic proficiency for all students, and a sense of belonging for all subgroups within our schools.

OUR MISSION

Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our communitys rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.

Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.

ABOUT FRAMINGHAM

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods characterized by cultural diversity and a strong community spirit.

A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.

Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.

CERTIFICATES, LICENSES, REGISTRATION

Possession of a valid Massachusetts professional license or Department of Elementary and Secondary Education (DESE) certification in the relevant area of expertise is required.

TRAINING AND EXPERIENCE

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.

Educational Requirement: A Bachelors degree in the applicable field of study is required. A Masters degree or higher is preferred for clinical roles.

Professional Experience: A minimum of one year of experience as a provider in an educational, clinical, or community-based setting is required.

Specialized Knowledge: Extensive experience working with special education students and/or children with Autism PDD or other neurological disorders is required.

Therapeutic & Program Design Experience: In designing therapeutic interventions, developing treatment plans, or modifying curriculum to meet individual student needs is preferred.

Language Proficiency: Fluency in Spanish and/or Portuguese is strongly preferred.

SKILLS AND ABILITIES

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

Communication & Presentation

• Communicate clearly and concisely in both oral and written forms
• Effectively present information and respond to questions from staff, parents, and the general public

Analytical Thinking & Problem Solving

• Read, analyze, and interpret professional periodicals, technical procedures, and governmental regulations
• Define problems, collect data, establish facts, and draw valid conclusions to inform decisions for student success

Relationship Building & Cultural Proficiency

• Establish and maintain effective working relationships with students, caregivers, staff, and the community
• Work with individuals and families of diverse backgrounds in an equitable, inclusive, and culturally proficient manner

Professionalism, Attendance, & Adaptability

• Maintain regular and punctual attendance to ensure consistent department operations and district-wide support
• React professionally and objectively to unpredictable situations, such as behavioral issues or environmental changes, while maintaining a proactive, reflective, and solution-focused approach

Organizational Management

• Work independently, prioritize tasks, and manage several projects simultaneously while maintaining strong organizational skills to balance the demands of a multi-tasking position

Compliance & Confidentiality

• Perform duties with awareness of district requirements, state and federal laws, and Framingham Public Schools policies
• Maintain appropriate confidential records in accordance with FERPA and 603 CMR 28.00

Instructional Leadership

• Apply knowledge of current research and theory in education
• Demonstrate strong teaching, coaching, and leadership skills in a team setting

Technology

• Operate and acquire skills in computer software, including Google Workspace, and use instructional technology appropriately to facilitate learning

ESSENTIAL DUTIES AND RESPONSIBILITIES

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.

• Responsible for following student Individualized Education Programs (IEPs) and ensuring strict compliance with state and federal special education regulations, including the delivery of high-quality therapeutic services.
• Responsible for the evaluation, assessment, and treatment of students within the specific scope of the providers professional discipline.
• Responsible for the preparation of comprehensive written reports, progress notes, and data summaries upon the completion of evaluations or service cycles.
• Responsible for communicating and collaborating with parents, teachers, and school personnel to provide professional recommendations for classroom accommodations, modifications, and appropriate referrals.
• Responsible for the development and implementation of measurable goals and objectives as specified in the students Individualized Education Program.
• Responsible for the systematic monitoring, data collection, and documentation of student progress toward established IEP goals.
• Responsible for creating and coordinating an efficient schedule of services to ensure all mandated IEP service minutes and requirements are met.
• Responsible for the promotion of equity and appreciation of diversity to ensure equitable opportunities for student learning and growth within the least restrictive environment.

Other reasonable duties as assigned by the Program Director that are consistent with the general requirements and professional qualifications of the position.

PHYSICAL WORKING CONDITIONS

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.

• Mobility & Navigation: Must move throughout school buildings and grounds frequently, navigate quickly across even or uneven surfaces to respond to student needs or emergencies.
• Stationary Tasks: Often remains in a stationary position for administrative tasks such as reporting and data entry.
• Technology & Data: Ability to read and input digital and printed data, e.g., complex IEP evaluative reports using office productivity machinery.
• Manual Dexterity: Frequent use of hands and arms to operate technology and handle instructional or administrative tools.
• Physical Strength: Ability to lift at least 20 lbs, e.g., books, supplies, or medical adaptive equipment.
• Sensory Requirements: Must see and hear on a continuous basis to ensure student safety in a dynamic environment.
• Working Environment: Works in a school setting with moderate-to-high noise levels, requires the ability to maintain focus amid frequent interruptions.
• Crisis Management: Ability to physically engage with and redirect students who exhibit challenging or aggressive behaviors to maintain a safe learning environment.
• Physical Stamina: Sufficient physical strength and agility to manage active behavioral interventions and ensure student supervision during periods of emotional dysregulation.
• Interaction Level: Must frequently sit, stoop, kneel, crouch, or crawl to interact with early childhood students at their eye level.
• Physical Lifting: Ability to lift and/or move at least 40 lbs, e.g., lifting small children, moving play equipment, or utilizing adaptive medical equipment.
• Hygiene & Safety: Directly responsible for safety and well-being, including potential exposure to bodily fluids or pathogens associated with early childhood care, e.g., diapering and toileting.

REPORTS TO

Extended School Year ESY Director and/or Designee

The performance of this job will be evaluated in accordance with the Framingham School Committee Contract.

FAIR LABOR STANDARDS ACT FLSA CLASSIFICATION

This position is classified as Non-Exempt Hourly.

TERMS OF EMPLOYMENT

• Program Duration: This role is for July and early August. Candidates must be available to attend all mandatory summer program orientation and training days held in late June.
• Attendance Requirement: Consistent attendance for the full duration of the summer programming is a prerequisite for eligibility and continued employment in this role.
• Contractual Status: This position is covered under the Framingham School Committee Contract.
• Operational Flexibility: The District reserves the right to transfer personnel to different school sites or programs based on student enrollment, specialized needs, and the best interests of the children.

EQUAL EMPLOYMENT OPPORTUNITY EEO

Framingham Public Schools provides equal employment opportunities EEO to