Community Support Aide (ECC)

Pennsylvania School For The Deaf•Philadelphia, PA

3d•Onsite

About The Position

The Community Support Aide provides direct support to students with behavioral needs, including students with Positive Behavior Support Plans (PBSPs) or Functional Behavior Assessments (FBAs). The aide helps teachers and staff implement individualized behavior strategies, collects and documents behavioral data, and provides one-on-one or small-group support in classrooms and other school settings. The role works closely with students, teachers, and families to foster a safe, structured, and supportive learning environment that promotes positive behavior, social-emotional growth, and student success. This is a full-time, FLSA-non-exempt, 10-month union position reporting to the Principal. Work takes place in school facilities, including classrooms, the gymnasium, playground, and cafeteria. Assignments may change throughout the day according to student needs and classroom schedules. The position involves exposure to varying noise and activity levels and may require flexible hours, including occasional early mornings, evenings, or special events. The position requires a high school diploma and at least five years of experience providing academic, behavioral, or personal support to Deaf and Hard-of-Hearing students in educational or related settings. American Sign Language proficiency at ASLPI Level 3 or above is required. The role also requires the ability to support students’ behavioral, academic, and physical needs, document behavior and progress, collaborate with school staff and families, and maintain confidentiality. Physical duties may include sitting, standing, walking, bending, reaching, kneeling, lifting or transferring students, providing mobility or personal-care assistance, and supervising student activities for extended periods.

Requirements

High school diploma required.
At least five years of experience providing academic, behavioral, or personal support to Deaf and Hard-of-Hearing students in educational or related settings.
American Sign Language proficiency at ASLPI Level 3 or above required.
Basic understanding of childhood development, learning styles, and classroom management strategies.
Ability to accurately observe, document, and report student behavior and progress.
Strong verbal and written communication skills and ability to interact effectively with students, teachers, staff, and families.
Ability to collaborate effectively with teachers, instructional teams, and other school staff.
Flexibility to adapt to different classroom settings, student needs, and schedules throughout the school day.
Commitment to student confidentiality and ethical standards, with patience and emotional resilience when supporting students with challenging behaviors.
Basic proficiency with educational technology, communication tools, or data-entry software, and willingness to learn new tools.
Ability to sit, stand, walk, bend, reach, and kneel while supporting students in classroom, playground, or activity settings.
Ability to lift, transfer, or assist students, including providing physical support or mobility assistance.
Capacity to assist students with personal-care tasks, including toileting or feeding, as needed.
Manual dexterity to use classroom materials, assistive devices, and basic technology.
Ability to participate actively in student activities and supervise for extended periods.
Ability to multitask and adapt to multiple students with diverse behavioral, academic, and physical needs.
Strong observation, problem-solving, and critical-thinking skills to respond to student behavior and implement support strategies.
Attention to detail when implementing behavior plans, documenting interventions, and reporting student progress.
Ability to follow directions, work independently, collaborate with staff, and remain open to guidance and feedback.
Commitment to confidentiality and discretion regarding sensitive student information.

Nice To Haves

Additional coursework or training in special education, behavior support, or related fields.
Training or experience in Positive Behavior Support (PBS) systems and Functional Behavior Assessment (FBA).
Ability to implement and reinforce behavior intervention plans (BIPs).
Experience with behavior data collection and report generation.
Advanced American Sign Language proficiency.

Responsibilities

Provide behavior support to students with Positive Behavior Support Plans (PBSPs) and/or Functional Behavior Assessments (FBAs).
Develop and implement visual supports and materials for social-emotional learning and behavior management.
Assist with locating, organizing, preparing, copying, and distributing instructional materials.
Collect data on behavior incidents, maintain records, and generate reports throughout the school year.
Provide behavior support during classes, recess, lunch, and other non-classroom activities, and assist with substitute coverage as needed.
Support preparation of end-of-year reports on behavior data and intervention outcomes, including incident report records and records of pages made.
Prepare reports and presentations related to data collection.
Assist administrators in ensuring incident reports are completed accurately.
Model positive behavior support strategies and intervention techniques for teachers, staff, and students.
Assist staff with supervision of students in and outside the classroom, including at recess and on field trips.
Collaborate with teachers on behavior management systems and classroom strategies.
Participate in department, individual teacher, and team meetings.
Attend workshops and in-services related to job responsibilities and required para-educator training; provide training in behavior strategies and techniques as applicable.
Help students develop and practice positive communication skills, using visual aids when sign language is not effective.
Maintain CPR and First Aid training certifications.
Supervise students with behavioral needs and help de-escalate behavior so students can communicate appropriately and return to class.
Maintain positive, cooperative working relationships with students, parents, teachers, and staff.
Contact families about student behavior situations and maintain Home Contact Reports after meetings or calls.
Complete Reflection / Color Card forms for elementary and middle school students.
Respond to pages for behavior support.
Assist the Transportation Manager and Assistant Transportation Manager with behavior-management training for bus drivers and aides.
Conduct regular observations of student behavior and provide feedback to support staff.
Model and exhibit PSD’s core values—Students 1st, Language, Respect, Communication, and Community Engagement—in interactions, decisions, and professional responsibilities.
Perform additional duties as assigned to support student success.