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High Needs/Resource Special Ed Paraprofessional, FT - Royal OaksElementary School

Posted on 2019-01-10 2:13:16 PM

Listing expires 2019-02-07 12:00:00 AM

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Start Your Online Application Now<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.applitrack.com%2Fsowashco%2FOnlineApp%2FJobPostings%2FView.asp%3FAppliTrackJobId%3D8401&data=01%7C01%7Cedpost_web_o365%40stcloudstate.edu%7C3115d88c47ec4fcf50f308d677380d43%7C5e40e2ed600b4eeaa9851d0c9dcca629%7C0&sdata=rWKOzlgd044mk9S%2FMFmQIJPH%2B8sc4rr3p8vu5qa8vN8%3D&reserved=0> Date of Availability: ASAP POSTING DATE: January 10, 2019 POSTING END DATE: January 16, 2019; 4:00 p.m., or until filled LOCATION: Royal Oaks Elementary CLASSIFICATION: Program - Current paraprofessionals must meet the Highly Qualified requirement prior to the date this position closes in order to be considered. HOURS PER DAY: 6.25 hrs/day START/END TIMES: 7:40 a.m. - 2:25 p.m. STATUS: Full Time POSITION DESCRIPTION: Special Education Programs include: Resource - * Provide support for students with disabilities in the special education classroom or general education classroom. * May work with one child or small groups of students * Typically, students spend most of their school day in a general education classroom * Teachers with these programs may provide direct, indirect, team teaching, or resource support depending on student need. ASD (Autism Spectrum Disorder) CBP (Center Based Program) The ASD Program is intended for students ages 3 - grade 12 who have been identified with significant educational needs related to an Autism Spectrum Disorder. The students may receive instructional services in special education for up to 60% of their school day in a resource setting before an ASD Progrm placement is considered. Program components include highly structured, individualized programming, intensive communication and language intervention, utilizatin of natural environments for instruction, positive behavioral programming and educationally based sensory activities as appropriate. ECSE (Early Childhood Special Education) Program * Support for students (ages Birth-5) with a variety of disabilities and developmental delays * Team approach is utilized to provide preschool experiences POSITION SUMMARY: This position is responsible for providing instructional and/or behavioral support to special education students in high needs programs under the direction of a licensed special education teacher. PRIMARY JOB FUNCTIONS: 1. Consult daily with licensed special education teacher regarding daily responsibilities. 2. Assist special education teacher in implementing district policies and procedures, including but not limited to emergency procedures, building orientation, confidentiality, student vulnerability, data collection, and classroom management as directed. 3. Assist special education students in academic areas such as reading, writing or math. This includes implementing curriculum, adapting instructional strategies and materials according to the needs of the student under the direction of a licensed teacher. 4. Work with students that may have learning challenges, behavioral issues, and/or need physical support. It may be necessary to assist students with toileting, eating, transitioning to classes, lockers, lunch/recess, buses, physical transfers; and other activities of daily living. 5. Accept work direction willingly, shift work assignments and accept changing and new job assignments as needed. 6. Support licensed teacher in utilizing a variety of behavioral management techniques, including redirection and restraints if necessary throughout the day. Supervise students during cooling off time, monitor and document behavior, and implement positive behavior support. 7. Collect and record student data adhering to the supervising Special Education teacher&#8217;s directions and requirements. Communicates this information to licensed teacher(s) and other staff connected to that student as identified by supervising teacher. 8. Provide services to student as directed by licensed teacher in a manner that demonstrates knowledge of, and a positive respect for, the distinctions between the roles and responsibilities of the teacher, paraprofessional and other staff. 9. Understand and maintain boundaries and confidentiality with students, families, and staff. 10. Maintain a high level of fairness, confidentiality, respect and equity for all students, staff and families. 11. Other duties as assigned. JOB SPECIFICATIONS (EDUCATION, LICENSE, EXPERIENCE, KNOWLEDGE, SKILLS, AND ABILITIES): Required: 1. High school diploma or equivalent. 2. Ability to meet District 833 Highly Qualified requirements. 3. Competencies as required by State of Minnesota, Federal government, and/or District 833. 4. Possess the skills and ability to reinforce math, reading, and writing skills in elementary and/or secondary classrooms. 5. Ability to lift and transfer up to 50 pounds. 6. Proven teamwork, confidentiality, and communication skills. 7. Models appropriate behavior, neat appearance, and proper grammar usage for all students. Helps provide a positive learning environment. 8. Self-directed and able to organize small group reading and math activities with resources and assessments provided. 9. Ability to perform routine computer functions, including email, Internet navigation and Microsoft Word. 10. Ability to pass Paraprofessional fitness for duty tests. 11. Prompt, regular and reliable attendance. 12. Actively participates in district-sponsored training when offered. 13. Communicates with students, parents, co-workers, supervisors, and the community in a positive and responsive way that is consistently welcoming and enhances effective work relationships. 14. Demonstrates an appreciation of diversity in all interactions and job functions. Desired: 1. Trained in and experience utilizing behavioral management techniques. 2. Demonstrates knowledge of basic academics and behavior characteristics of elementary and/or secondary students. 3. Certification in first aid and CPR (cardiopulmonary resuscitation). 4. Previous experience working with students with disabilities and knowledge of disabilities. 5. Knowledge of the terminology related to the services and support of special education students. 6. Previous experience utilizing behavioral management techniques. 7. Demonstrates good organizational and time management skills. South Washington County Schools uses the applicant tracking<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.frontlineeducation.com%2Fsolutions%2Frecruiting-hiring%2F&data=01%7C01%7Cedpost_web_o365%40stcloudstate.edu%7C3115d88c47ec4fcf50f308d677380d43%7C5e40e2ed600b4eeaa9851d0c9dcca629%7C0&sdata=WjHjDCUGd4myjygb1LVIx6BsIDzyyz%2BkBu5jOJW4xIs%3D&reserved=0> system from Frontline Education to manage employment applications online
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Date of Availability: ASAP
POSTING DATE:  January 10, 2019

POSTING END DATE:   January 16, 2019; 4:00 p.m., or until filled
 
LOCATION:  Royal Oaks Elementary

CLASSIFICATION:  Program - Current paraprofessionals must meet the Highly Qualified requirement prior to the date this position closes in order to be considered.
 
HOURS PER DAY:  6.25 hrs/day
 
START/END TIMES:  7:40 a.m. - 2:25 p.m.

STATUS:  Full Time
 
POSITION DESCRIPTION:
 
Special Education Programs include:

Resource -                                                                 
*  Provide support for students with disabilities in the special education classroom or general education classroom.
*  May work with one child or small groups of students                                                                                 
*  Typically, students spend most of their school day in a general education classroom                                   
*  Teachers with these programs may provide direct, indirect, team teaching, or resource support depending on student need.      

ASD (Autism Spectrum Disorder) CBP (Center Based Program)
The ASD Program is intended for students ages 3 - grade 12 who have been identified with significant educational needs related to an Autism Spectrum Disorder.  The students may receive instructional services in special education for up to 60% of their school day in a resource setting before an ASD Progrm placement is considered.  Program components include highly structured, individualized programming, intensive communication and language intervention, utilizatin of natural environments for instruction, positive behavioral programming and educationally based sensory activities as appropriate.
 
ECSE (Early Childhood Special Education) Program
*  Support for students (ages Birth-5) with a variety of disabilities and developmental delays
*  Team approach is utilized to provide preschool experiences
                                          
POSITION SUMMARY:
This position is responsible for providing instructional and/or behavioral support to special education students in high needs programs under the direction of a licensed special education teacher. 
 
PRIMARY JOB FUNCTIONS:
  1. Consult daily with licensed special education teacher regarding daily responsibilities.
  2. Assist special education teacher in implementing district policies and procedures, including but not limited to emergency procedures, building orientation, confidentiality, student vulnerability, data collection, and classroom management as directed.
  3. Assist special education students in academic areas such as reading, writing or math.  This includes implementing curriculum, adapting instructional strategies and materials according to the needs of the student under the direction of a licensed teacher.
  4. Work with students that may have learning challenges, behavioral issues, and/or need physical support.  It may be necessary to assist students with toileting, eating, transitioning to classes, lockers, lunch/recess, buses, physical transfers; and other activities of daily living.
  5. Accept work direction willingly, shift work assignments and accept changing and new job assignments as needed.
  6. Support licensed teacher in utilizing a variety of behavioral management techniques, including redirection and restraints if necessary throughout the day. Supervise students during cooling off time, monitor and document behavior, and implement positive behavior support.
  7. Collect and record student data adhering to the supervising Special Education teacher’s directions and requirements. Communicates this information to licensed teacher(s) and other staff connected to that student as identified by supervising teacher.
  8. Provide services to student as directed by licensed teacher in a manner that demonstrates knowledge of, and a positive respect for, the distinctions between the roles and responsibilities of the teacher, paraprofessional and other staff. 
  9. Understand and maintain boundaries and confidentiality with students, families, and staff.
  10. Maintain a high level of fairness, confidentiality, respect and equity for all students, staff and families.
  11. Other duties as assigned. 
JOB SPECIFICATIONS (EDUCATION, LICENSE, EXPERIENCE, KNOWLEDGE, SKILLS, AND ABILITIES):
 
Required:
  1. High school diploma or equivalent.
  2. Ability to meet District 833 Highly Qualified requirements.
  3. Competencies as required by State of Minnesota, Federal government, and/or District 833.
  4. Possess the skills and ability to reinforce math, reading, and writing skills in elementary and/or secondary classrooms.
  5. Ability to lift and transfer up to 50 pounds.
  6. Proven teamwork, confidentiality, and communication skills.
  7. Models appropriate behavior, neat appearance, and proper grammar usage for all students.  Helps provide a positive learning environment.
  8. Self-directed and able to organize small group reading and math activities with resources and assessments provided.
  9. Ability to perform routine computer functions, including email, Internet navigation and Microsoft Word.
  10. Ability to pass Paraprofessional fitness for duty tests.
  11. Prompt, regular and reliable attendance.
  12. Actively participates in district-sponsored training when offered.
  13. Communicates with students, parents, co-workers, supervisors, and the community in a positive and responsive way that is consistently welcoming and enhances effective work relationships.
  14. Demonstrates an appreciation of diversity in all interactions and job functions.
 Desired:
  1. Trained in and experience utilizing behavioral management techniques.
  2. Demonstrates knowledge of basic academics and behavior characteristics of elementary and/or secondary students.
  3. Certification in first aid and CPR (cardiopulmonary resuscitation).
  4. Previous experience working with students with disabilities and knowledge of disabilities.
  5. Knowledge of the terminology related to the services and support of special education students.
  6. Previous experience utilizing behavioral management techniques.
  7. Demonstrates good organizational and time management skills.


South Washington County Schools uses the applicant tracking system from Frontline Education to manage employment applications online