• The position supports all schools, staff, and programs based on student and program needs. The position provides modeling and support to school staff with student behavior, material production, and co-facilitating skill groups. 

• The position is assigned to temporarily support students in all schools who require extensive behavior program development and support.

• Assignment, hours and times worked are subject to change based on staffing and program needs.

JOB SUMMARY
This position assists classroom teaching staff and/or specialists by performing instructional tasks in small groups and one-on-one settings and provides student supervision in the Basic Life Skills Program (all levels K-21).  Additionally, individuals in this classification may provide student support in a Resource Room, Intensive Learning Center or classroom environment as assigned.

BASIC DUTIES AND RESPONSIBILITIES
Employees in this position perform some or all of the following tasks. Other duties may be assigned.

1. Assist classroom teacher in performing specific duties as assigned or undertaking specialized tasks to achieve and enhance instructional and behavioral objectives.
2. Lift, move, and operate adaptive equipment. 
3. Assist students with personal care tasks, including but not limited to, clothing, hygiene, diapering, toileting, and wash-up routines. 
4. Assist in the implementation of Individual Education Plans for the students and monitor their progress.  
5. Be capable of physically assisting students with specials needs as required (positioning, lifting, transferring, restraining, etc.)  
6. Have demonstrated ability to work effectively under the direction of others 
7. Have demonstrated ability to work cooperatively with others
8. Have willingness to assume any responsibilities appropriate for the position
9. Behave and speak in a professional manner at all times.  
10. Communicates with supervising instructional staff and takes direction from professional support personnel (e.g., speech therapist, behavior specialist, occupational therapist, etc.) for the purpose of assisting in evaluating progress and/or implementing IEP objectives. 
11. Implements under the supervision of assigned teacher, behavioral plans designed by IEP team for students with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning concepts. Models conversation, manners, cleanup activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner with students who demonstrate significant or clinical levels of behavior. 
12. Monitors student’s daily schedule and behavior plan (e.g. class schedule, lavatory, toileting, medication, appetite, etc.) for the purpose of maintaining a safe and positive learning environment. 
13. Responds to emergency situations (e.g. injured students, student conflicts, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. 
14. Demonstrates cooperation, openness for growth and willingness to contribute in a team approach. Communicates, collaborates, and cooperates with colleagues, supervisors, and students 
15. Maintain confidentiality regarding all aspects of his/her work with special education children and other staff
16. Assists students, individually or in groups, with lesson assignments to reinforce learning concepts.
17. Tutors students individually or in small groups to reinforce and follow-up learning activity(ies).
    18. Oversees and supervises students during activities, in library, in hallways, on field trips, at lunch and recess, ensuring safety and security at all times.
18. Assists with loading and unloading children from buses.
19. Assists students with managing behaviors and resolving conflicts as assigned by the teacher in multiple settings including classroom, individual learning space, and community.
20. Maintains accurate and current student records (e.g., behavior/academic data), attendance records and files.
21. Maintains a safe learning environment for students at all times.
22. Follows the prescribed daily schedule as outlined by the teacher.
23. Assists the teacher in the set-up and maintenance of the classroom, materials and supplies.
24. Assists the teacher in scheduling appropriate meetings and completion of paperwork.
25. Assists the teacher in developing and assembling alternative educational materials (copying, typing, laminating, etc.).
26. Assists teachers with filing, typing and/or data entry, duplicating materials and operating general office machinery including photocopy machines, computers and fax machines.
27. Evaluates student injuries, determines course of action, performs minor first aid in compliance with District policy(ies) and completes required paperwork in a timely fashion.
28. Reports safety, sanitary and fire hazards immediately to supervisor.
29. Maintains appropriate certifications and training hours as required.  
30. Complies with applicable District policies and procedures, state, local and federal laws, rules and regulations.
31. Interacts thoughtfully and courteously with students, staff and community.
32. Attends work regularly and is punctual.
33. Attends in-services, trainings, and staff meetings as required.

ESSENTIAL DUTIES AND RESPONSIBILITIES
Essential duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Works directly with students whom may require physical restraints, which will require special training and education.
2. Works directly with students with severe disabilities.
3. Must currently have or have the ability to obtain a CPR/First Aide Card and Restraint Certificate.
4. Assists with physical management of students including lifting, moving, positioning, feeding, and toileting or diapering under the direction of the teacher.
5. Routinely required to satisfactorily perform the following specific evidence-based strategies as requested by the teacher or other specialists:  antecedent-based interventions (e.g., pre-correction, prompting, offering choices etc.), consequence-based interventions (i.e., reinforcement, extinction, differential reinforcement, response interruption/redirection etc.), discrete trial training (DTT), task analysis, functional communication training (e.g., PECS, PODD, Proloquo2go, speech-generating devices, etc.), using visual supports (e.g., activity schedules, social narratives, video modeling, etc.), using structured work systems, engaging in physical prompting and/or physically assisting students, and pivotal response training. 

QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each 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 duties and responsibilities.
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Education:  Associate's degree (A.A.), the equivalent or higher, or successful completion of a paraprofessional assessment. Must be highly qualified as defined by State/Federal rules and regulations and/or Board policies. 

Experience:  Previous experience with children in an educational setting preferred.
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Interpersonal Skills:  Works well with others. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit; uses a assertive and supportive communication style.
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Language Skills:  Ability to communicate fluently verbally and in writing in English. Ability to effectively present information and respond to questions in one-on-one, small group situations to students and other school staff. Ability to verbally respond to common inquiries from students. Ability to read and interpret documents. Ability to write routine reports and correspondence.
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Mathematical Skills:  Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. 
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Reasoning Ability:  Ability to solve practical problems and deal with a variety of situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. 
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Computer Skills:   General knowledge of computer usage and ability to use, e-mail, internet software and word processing software.
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Other Skills and Abilities:  Ability to politely and appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in a dynamic environment and appropriately react to a wide spectrum of behaviors of students.   
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Certificates, Licenses, Registrations:  Certificates as determined by the District including meeting current highly qualified requirements under the reauthorized ESEA. Ability to obtain and maintain Mandt Certification or equivalent certification and a valid CPR/First Aid card.  Additional training required is bloodborne pathogen training, child abuse and sexual conduct training.  Other training may be required by the District. 

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 talk or hear. The employee is frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 100 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.  Generally the job requires 5% sitting, 85% walking or moving, and 10% standing.

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 work environment is a standard classroom setting. The noise level in the work environment is usually low to moderate, but occasionally high depending upon student population and activities. The employee is occasionally exposed to wet or humid conditions and outdoor weather conditions. Employee may be exposed to bloodborne pathogens.

OTHER
Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job.  This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment.  The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.