Child Care Worker II (2026-2027)

Syracuse City School District•Syracuse, NY

About The Position

ABOUT OUR DISTRICT The Syracuse City School District is On the Rise! We are undergoing a new phase of innovation and transformation with the goal of ensuring that all students graduate high school with the skills needed to be ready for college and career. For Syracuse, all means all. The School Board and Syracuse community have charged the Superintendent with improving student achievement, and she is seeking a dedicated and diverse team of educators to partner with her in moving the district toward its goals. The Syracuse City School District represents 35 schools and programs, including 6 high schools, 6 middle schools, 6 K-8 schools, 13 elementary schools, and 4 alternative education programs, serving approximately 19,000 students Pre-K–12. Of these students, 82.3% qualify for free or reduced-price lunch, 20.1% are served by the Office of Special Education, and 83% are students of color. JOB DESCRIPTION: The Behavioral Support Specialist (BSS), in collaboration with other members of the SCSD District Consultation team, designs and directs the implementation of a behavior modification intervention plan which is individualized to each child or adolescent. We are seeking individuals who are interested being trained for a job assignment that involves working with students in need of intensive behavior plans, specialized communication systems (including but not limited to facilitated communication) or academic interventions due to autism and/or temporary supports. This will involve short term and long term assignments at a variety of schools, with a variety of students over the school year.

Requirements

To be considered, all candidates must meet the minimum qualifications of the position as outlined on the Onondaga County Civil Service job specifications for this title of Child Care Worker II.
NYS HELPS Program will allow us to hire for this position without participating in the Civil Service exam or being appointed from an eligible list.
The selected candidate will serve a 52-week probationary period, and the position will mature into a permanent appointment.
Demonstrated success working with teachers, related service providers, students and parents
Willingness to attend trainings after the school day and/or during the summer on topics related to Crisis Prevention and Intervention, behavioral strategies, autism, instructional strategies and collaboration
Effective communication and collaborative skills, ability to take direction and follow through with program implementation in a consistent manner
Desire and ability to implement behavior plans, innovative communication techniques (including but not limited to FC) and/or work with communication devices and other technology
Ability to collect and record student data accurately
The successful candidate will be required to pass a fingerprint-based background check, at the cost of $102.50 to the candidate.
Promotion: Six (6) months of permanent competitive class status in the title of Child Care Worker I.
Open Competitive: A) Successful completion of thirty (30) semester credit hours in behavioral science, human services, education, recreation, child care or a field closely related to child care from a regionally accredited college or university or one accredited by the New York State Board of Regents to grant degrees; or, B) One (1) year of experience, or its part time equivalent, as a teacher or teacher's aide or teacher's assistant in a school, education program or day care center; as a therapy aide in a center for the mentally or developmentally disabled; as a psychiatric aide in a public or private mental hospital; or, as a recreation leader responsible for scheduling and planning group activities in a municipal recreation program or a recognized recreation program; or, in a human services position in a closely related field; or, C) An equivalent combination of training and experience as defined by the limits of (A) and (B). Human Services comprise those career fields in which practitioners help others to solve their physical or emotional problems, or to meet their physical, emotional, or mental needs or to enhance their cultural, social, spiritual, or physical conditions

Responsibilities

Provide consultation and support to practitioners utilizing research-based best practice in areas such as:
Identification of behavioral goals and intervention techniques
Non-aversive behavioral strategies
Assessing student needs and strengths
Completion of Functional Behavior Assessments (FBA)
Use of data to inform practice
Ensuring the primary classroom service provider monitors the implemented behavioral program
Collaborate with school teams to monitor progress of Individual Student Behavior Support Plans ensuring that the student can successfully access the core curriculum and all educational experiences throughout the day.
Lead team meetings to review progress monitoring of behavior plans.
Assist in the development and delivery of professional development on related topics as needed.
Perform additional related duties as required.