Toquam Magnet Elementary School: Long-term Substitute Special Education Paraeducator - CORE Program

Overview

Toquam Magnet Elementary School:
Long-term Substitute Special Education Para educator – CORE Program

POSITION TITLE:

PARA EDUCATOR – SPECIAL EDUCATION – Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

CORE – Creating Opportunities for Readiness and Exploration. CORE classrooms are designed for students with challenges in intellectual functioning, social skills, and daily living skills. CORE classrooms typically include at least one teacher, three para educators, and up to eight students. Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy. The role is funded through the Board of Education budget and is contingent on continued funding.

Student Support

Duties & Responsibilities:

• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assemblies, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.

General / Administrative

Duties & Responsibilities:

• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.

• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Proficiency in basic reading, math, writing, and English.
• Ability to work productively with children; appropriate reading, spelling, writing, and math skills to support students.
• Physical condition commensurate with the essential functions of the position.
• Good judgment, patience, tact, and courtesy; ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.

• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the Para Pro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college.
• Must possess or be willing to acquire the skills necessary to support specialized programs for Special Needs students, including related training (e.g., RBT training, behavioral plans, autism supports, seclusion and restraint training, ABA, or activities of daily living such as feeding and toileting).
• Experience or training in…