SpEd Paraprofessional - SSN

Location:

Edith Wolford Elementary School

Recruiting Start Date:

07/28/2021

Estimated Start Date:

08/13/2021

Performs the day-to-day activities of teaching special education students while under the supervision of a teacher. The paraprofessional does not make diagnostic or long-term education decisions regarding special education students. This includes individuals who may or may not be licensed. Assignments may involve non-traditional learning environments such as building and off-campus work sites. Supports the principal and classroom teachers in implementing the Significant Support Needs (SSN) programs and encourage a positive and safe learning environment. Assists the licensed special education teachers, occupational therapists, physical therapists, nurses, and other evaluative staff in the implementation of the goals of severely/profoundly disabled students.

Note: This position addresses current student needs at the specified school. If the current program/school should experience a change in student needs, the individual filling this position may be required to change locations to another school where needs are demonstrated. This could occur at any time during the school year.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

• Reports consistently for work as scheduled
• Performs other duties as assigned
• Attains proficient or higher evaluations on established Performance Standards
• Performs tasks for student(s) such as meal preparation, feeding, and lunch clean-up which involves implementing communication, oral motor, sensory integration, and physical IEP goals
• Carries out instructional programs and lessons in various learning environments as designated in the lesson plan
• Under supervision of a teacher, works with small groups of students to reinforce material initially introduced by the teacher
• Assists the student(s) with medical tasks such as: dispensing medication, tube feeding, catheterization, toileting, diapering, suctioning, and may require exposure to blood, vomit, and infectious disease control
• Cleans/disinfects regurgitation, blood, and urine
• Works with confidential special education student information
• Maneuvers and secures wheelchairs
• Provides initial first aid/emergency care
• Accompanies the student(s) assigned with physical tasks such as putting on and taking off of outerwear, moving from room to room, using the lavatory, and so on
• Carries out programming using physical therapy support equipment
• Sanitizes equipment/materials
• Monitors behavior contracts and reward systems for students
• Trained and able to perform behavioral management through Nonviolent Crisis Intervention techniques when appropriate
• Assists with non-standardized testing of students
• Develops and implements games and teaching aids
• Tutors students in various subject areas
• Assists students in preparation, production, and maintenance of materials and equipment as assigned
• Coordinates completion of assignments and/or job tasks with classroom teachers and/or employers
• Works with students in one-to-one/group situations
• Assists students in finding materials and books in library
• Conducts story time for students
• Monitors students during recess, hall duty, passing periods, and/or loading of buses
• Supervises students in the use of various programs on the computer
• Supervises swimming pool, weight room, and/or therapy pool
• Assists the student(s) in recitation, reading, and other curriculum tasks
• Accompanies and assists the student(s) while in the classroom setting
• Attends pre-job training, ongoing training, and meetings as required during the school year in order to remain up-to-date of job procedures
• Assist students in community-based settings
• Serves as a resource person to the student personnel evaluation team concerning an assigned student as needed
• Works with teachers to integrate assisted technology into classrooms
• Maintains student files updating information as appropriate
• Maintains, orders, and organizes inventory of materials and equipment for effective operation of program
• Collects data for assessment and monitoring purposes
• Completes daily paperwork (i.e. attendance reports, detention slips, student referral slips, various student passes, physical therapy charts, etc.)
• Performs miscellaneous clerical duties and assists other staff members
• Laminates all material as needed
• Prepares bulletin boards for parents and programs

Knowledge, Skills, and Abilities:

• Ability to adapt to changing technologies and to learn functionality of new equipment and systems
• Ability to communicate effectively verbally and in writing
• Ability to create, access, input, retrieve, and manipulate information in various software systems
• Ability to establish and maintain accurate record keeping, document management, and filing systems
• Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
• Ability to follow oral and written instructions
• Ability to greet and interact with the public in a courteous and professional manner
• Ability to maintain confidentiality
• Ability to manage simultaneous demands and set clear priorities
• Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
• Ability to work independently without direct supervision
• Commitment to the education of students as a primary responsibility
• Communicates effectively with students and adults in a wide variety of settings
• Computer proficiency including office productivity applications
• Considerable knowledge of policies, procedures, and overall district functions
• Demonstrated ability to manage simultaneous demands and set clear priorities
• Demonstrated ability to work well with others in a team setting
• Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
• Demonstrates effective organizational and time management skills
• Detail-oriented
• Energetic, creative, innovative, flexible
• Excellent cooperative, collaborative, and problem-solving skills
• Knowledge of office methods and procedures
• Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
• Promotes a positive climate, culture, and community
• Strong organizational, interpersonal, written, listening, and verbal communication skills
• Student-centered and relationship-focused
• Understanding of data privacy laws and their implications for the educational community
• Willing to attend CO-TOP opportunities and other professional learning related to job
• Willing to attend OT-PT training
• Willing to receive on-the-job training specific to student needs (i.e., vision, hearing, motor, Braille, etc.)
• Willing to be trained to carry out delegated nursing practices
• Willingness to participate in ongoing training as required

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.

• The noise level in the work environment may alternate among quiet, moderate, and loud.
• The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
• The incumbent is required to work scheduled school/work hours and/or days.
• The incumbent may be required to work extended school/work hours and/or days as directed.
• Work is generally performed in a classroom setting and on occasion may include some visits to homes, schools, offices, job sites, etc.
• The incumbent may experience exposure to fumes or to high noise levels associated with a classroom environment.
• The incumbent may experience the threat of direct or indirect personal harm or conflict situations.
• The incumbent may experience the threat of direct or indirect student life-threatening situations (i.e. seizures, heart failure, etc.).

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions

• Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
• Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
• Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
• Ability to meet the physical and self-help needs of students (toileting, feeding, dressing, and transfers)
• Ability to physically restrain, following the guidelines of Nonviolent Crisis Intervention, an acting out student
• Ability to physically escort a student to various locations (i.e., time-out area)
• Ability to perform visual and auditory monitoring of student while in time-out/various locations
• Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.

First Aid/CPR - American Heart Asc. / Red Cross / Etc., High school graduate -high school diploma or equivalent, Non-Crisis Intervention - Crisis Prevention Institute (CPI)

Compensation Range:

$14.95-$18.13

Scheduled Weekly Hours:

37.5

Hours per Day:

7.5 hour(s) per day

Number of Days per Year:

164 days M-F

Full-time - Regular

FLSA Status:

United States of America (Non-Exempt)

robin.lowery@asd20.org