Para Educator: ABA Embedded 2:1

New Bedford Public School District•New Bedford, MA

1d•Onsite

About The Position

Instructional Para-Educators provide positive and nurturing supports to students in the school setting. Supports may include attending to students’ physical, person, academic, and/or social emotional needs. Through collaboration, paraprofessionals assist the teacher in daily instruction, appropriately managing the classroom environment, and are instrumental in supporting students in meeting their academic, social and behavioral goals. We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality paraprofessionals and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer. Programming includes a continuum of services for students including intensive and inclusive supports. Classrooms may be at one or multiple grade levels. Students’ needs may include personal care activities such as toileting, transporting, lifting, etc. Students may need social, academic and behavioral assistance in classroom setting and specialized services including but not limited to ABA/speech/physical/adaptive physical/occupational/sensory integration therapy.

Requirements

Minimum of 48 college credits; or Passed the Para Pro test
Experience working with children
Experience with and/or the ability to become CPI trained if necessary
Passion to work with school aged children

Nice To Haves

In an educational setting preferred
Experience working with children with Special Education services preferred

Responsibilities

Work under the direction and guidance of the special education/general education teacher, administration, and school-based personnel in supporting student’s growth and achievement including students’ IEP goals and objectives.
Assist students in their learning across content areas in individual, small group, and whole group settings.
Assist students in self-regulation and management of emotions and behavior to maximize student learning including, but not limited to, implementing and supporting behavior plans and classroom management programs.
Provide sensory support to students as needed. Sensory supports may include, but are not limited to, implementing and supporting sensory plans, providing students sensory breaks, and supporting students in the use of sensory equipment.
Assist and support students in their communication between peers, school staff, etc. including the use of assistive technology.
Support students transitions during arrival and dismissal, between subjects/classes in school, and between activities.
May be asked to review student IEPs on an as needed basis to ensure students’ needs are understood and being met.
May provide personal care assistance to students including but not limited to toileting/diapering, feeding, physical lifting of students for hygiene and body positioning changes.
Teach daily living skills as applicable based on student’s needs.
Assist in maintaining a safe, healthy, secure, engaging, and developmentally appropriate classroom.
Other duties related to support of students as directed by Administration.
Works collaboratively with the teacher, ABA Technicians, Para-Educators, other specialists (OT, SLP, etc).
Provides discrete trial instruction to identified students and maintains accurate skill acquisition data.
Monitors student behavior through data collection as indicated on the students Behavior Intervention Plan (BIP) if applicable.
Utilize District best practices and Applied Behavior Analysis teaching techniques throughout the school day when working with students.
Directly implements skill-acquisition programs and behavior-reduction plans developed by the BCBA/Classroom Teacher and monitor progress through data collection.
Communicate with classroom teacher regarding students social, emotional, physical and academic needs as documented through the collection of data.