Bulletin 4706 Long Term Substitute Paraeducators at Ross Elementary School (AIMS Program)

The Ross Elementary School seeks Long Term Substitute Specialized Paraeducators to work in the AIMS program this fall. Responsibilities include providing specialized instructional support, safety management, physical intervention, or support of developmentally atypical ADLs (responsibilities vary according to the school, student, and/or program to which the para is assigned). Must engage in one or more of the activities in #1-3 on a consistent basis:

• Primary instructional support responsibilities are the delivery of discrete trial training, pivotal response training, natural environment teaching with continuous data collection, and task analyzed chaining procedures.
• Assists students with Activities of Daily Life (ADLs) that may include toileting, feeding, mobility, support for students that are not developmentally typical.
• Delivers safety management and physical intervention utilizing the district’s safety program (currently Safety Care) as part of a student’s positive behavior support plan. Paraeducator must complete Safety Care certification.
• Reinforces and instructs learning with individual and small groups of students under the direction of the classroom teacher or specialist.
• Assists in observing, data collection, and the use of positive behavior supports including but not limited to token economy systems, point charts, etc.
• Demonstrates dependability, integrity, and respect for student differences and high standards of conduct.
• Supports the creation and maintenance of an inclusive, student-focused, and culturally proficient learning environment.
• Maintains strict ethical standards of student and family confidentiality.
• Assists the professional staff in maintaining appropriate school behavior and discipline. 10. Facilitates and supports student’s use of positive social interactions, coping skills, and self regulation strategies.
• Supervises students during school-day activities in common areas such as lunchrooms, hallways, playground, bus pick up, drop off, bus riding and other central locations at the request of the building principal.
• Follows the directions and assigned responsibilities as directed by the classroom and special education teachers, specialists, and administrative staff.
• Demonstrates self-motivation and the ability to apply and generalize new skills.
• Proficient oral and written communication skills.
• Participates in professional development training as directed.
• Assists with clerical duties as assigned by the building principal.
• Demonstrates consistent and dependable attendance, and is punctual to both work and to job responsibilities
• Works collaboratively, cooperatively, independently and professionally as part of an interdisciplinary team.