Educational Support Professional Sail Program - ESP

Educational Support Professional Sail 2 Program – ESP-3 (300604) Job

Location:

Bedford, MA Public Schools. Join to apply for the Educational Support Professional Sail 2 Program - ESP-3 (300604) Job .

Description

A SAIL 2 ESP is responsible for providing direct support to students diagnosed with Autism Spectrum Disorder or related disorders in a general education classroom. The ESP will also provide small group instruction in the general and/or special education classroom setting and implement individualized academic and behavior programs. The ESP will provide instruction using the principles of Applied Behavior Analysis including discrete trial task analysis and naturalistic teaching.

The ESP will be trained to utilize de‑escalation strategies and to take data on academic and behavioral support plans. A Board Certified Behavior Analyst (BCBA) and a certified Special Education Teacher supervise the ongoing training and support of all ESPs.

• Support classroom routines and procedures; reinforce social interaction programs such as Responsive Classroom, RULER, PBIS and assist with providing behavioral support to students in accordance with school expectations.
• Provide supervision and/or student support services in all school environments for activities including but not limited to recess, lunch, arrival, dismissal, field trips, and escorting students to designated areas throughout the building with guidance from teaching/counseling/administrative staff.
• Provide small group or individual instructional support with guidance from teaching/counseling staff aligned with student goals, benchmarks, individualized education plans, and/or related behavior plans.
• Consult with teachers in preparation for daily classes to become familiar with the learning targets, success criteria, and other classroom expectations.
• Support academic programs (reteaching, reinforcing, reviewing, assessing, scribing, note‑taking, data collection) and behavioral programs (data collection, cueing, providing motor breaks, implementing behavior plans).
• Provide regular feedback to teaching/counseling staff on the progress and challenges experienced by assigned students in addressing their goals.
• Work in conjunction with the classroom teacher to support learning experiences in the classroom, focusing first on identified priority students and then for the broader group of students.
• Support implementation of behavior intervention plans and social skill facilitation across various school settings.
• Support crisis intervention as needed in a culturally responsive manner, including verbal de‑escalation/processing of events with students and staff and the application of physical intervention methods to reduce risk of injury to students or staff as assigned/trained.
• Adapt to varying needs of students.
• Perform other job‑related tasks or duties at the discretion of administrators.
• Assist teacher(s) with basic data entry, word processing, printing, and copying, as necessary.
• For ESP‑1s only:
  Monitor and maintain accurate data and records for progress monitoring of student plans such as IEP goals and individual support plans and share the information with teaching/counseling staff.

• Integrate into the classroom setting when appropriate, working under the direction of administrative/teaching/counseling staff to support student engagement and learning.
• Collect, record, and analyze data across multiple data points.
• Record data collected into spreadsheets and provide graphs to visually display student progress with multiple data points using Google tools.
• Adapt and acquire new skills and knowledge and use them consistently to support student engagement with learning activities, behavior interventions, social interactions, and the school day.
• Maintain flexibility in day‑to‑day priorities set to reflect changing student needs.
• Work in multiple classrooms or environments during the school day.
• Maintain the high level of confidentiality and professionalism expected of the teaching staff.
• Anticipate and effectively address unforeseen events associated with working with large groups of children.
• Maintain positive relations with…