CURRENT OPENING Paraprofessional: 1:1 Special Education Assistant: Dedicated Adult Support (Southeast Campus)

Highline Academy•Denver, CO

11h•$34,000 - $64,000•Onsite

About The Position

Dedicated Adult Support (DAS) - Special Education Job Description: MISSION We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence. VISION Creating inclusive excellence in public education. Assignment: Teaching Assistant Our staff are the heart of our organization - the ones who make the mission come alive for our students. We expect our staff to be caring about the whole child, strong and nurturing at classroom management, and excellent collaborators with teammates and families. We look for people with good communication skills, dedication to do everything it takes to make a difference for each child, and a growth mindset. Position Schedule: Special Education 1:1 Dedicated Adult Support are paid year round on a salary. Their student contact days (177) and their professional development days and parent conference days adds up to a 186 days work year. Teaching Assistants are expected to be on campus ready for students by 7:30 am and to stay until 4:00 each day school is in session, and to 2:00 on Fridays when we have early release days for students. There is one week of professional development every summer before school begins which is part of the accounted professional development days. HIGHLINE OVERVIEW: Highline Academy is a community of diverse youth and adults striving together for academic, civic, and personal excellence. Founded in 2004, Highline is committed to inclusive excellence. In 2013, we launched our second school in Green Valley Ranch. Our students come from fifty countries, speak 26 different languages, represent a full range of socio-economic backgrounds, and previous educational experiences. Our diverse and integrated community has already begun to achieve excellence. Highline students have consistently out-performed district and state averages. Strong faculty and student retention rates are emblematic of the school’s positive culture and strong community. Highline has a commitment to a liberal arts education which includes Art, Music, Spanish and P.E. instruction for our students. We have high expectations for all of our learners, with an understanding that some learners need more or different instruction. We have Performance Group teachers at each grade level which enable us to give smaller group instruction for the core content areas of math and language arts. Additionally, we have a robust intervention program with additional supports available as students show they need them. We are a fully inclusive organization for students with special needs, who are integrated into the general education classrooms. We have a character education program designed by Highline called Reach. This teaches, practices, and celebrates the Reach values of responsibility, empowerment, aspiration, citizenship and honesty. All our students are taught to Reach Out to support and care about their classmates and community, Reach In to learn about themselves and reflect about their learning and Reach Up to their very best academic achievement. We are a students’ first, growth mindset organization and we expect all of our employees to model these values. All Highline employees are expected to read and follow all policies as written in the employee handbook and to review it annually for updates. Major Responsibilities: All Highline Dedicated Adult Support must show clear competency and reliable practice of the following indicators: Create a Positive Classroom Culture and Climate Practice Effective Classroom Management Practice Restorative Justice Protocols Effective student management in all school areas, inside and outside Demonstrate Effective Collaboration and Engagement with students and colleagues Demonstrate thoughtful reflection, learning and development All Highline Dedicated Adult Support are also expected to demonstrate the Highline Internal Commitments for Professional Practice. We will take responsibility for student learning by valuing diversity, needs, learning styles and through shared ownership. We will commit to being clear and purposeful in our objectives and instruction while continuing to reflect and revise learning strategies by frequently monitoring student assessment data and ensuring that it is used as a tool for learning. We accept and embrace diversity within our community of faculty, students, and parent/guardians by valuing each other for who and where we all are in life as learners and as people, and we commit to providing a safe place for all to succeed. We will be direct, intentional, timely, and graceful in giving and receiving communication without judgment and for positive and proactive purposes. We will create an environment that empowers faculty, students and parent/guardians to be active participants in student success. We will create a focused and sustainable adult community by focusing on what is most essential to student success and staying focused on Highline’s goal. We will consistently model and enforce Highline’s academic and behavioral expectations. Dedicated Adult Support Responsibilities: Dedicated Adult Support (DAS) serve as one to one (1:1) paraprofessionals for students in Special Education. What DAS do: Provides services to one or more individual students as outlined in their Individual Education Program (IEP), including supporting academic, health, daily living, and social-emotional and behavioral needs. Monitors classroom activities, assignments and/or materials under the direction of the classroom teacher and/or special educator for the purpose of supporting and reinforcing classroom objectives and meeting learning goals. Provides daily living procedures such as toileting, diapering, feeding, and personal hygiene as trained. Provides medically invasive (e.g., tube feeding, catheterization, suctioning) following universal precautions and as trained and directed. Lifts and transports students using appropriate equipment and technique according to Denver Public Schools’ training. Supports implementation of students’ individual behavior intervention plans, crisis/safety plans, and health care plans. Implements student accommodations and modifications as outlined in their IEP in both academic and non-academic settings throughout the school day. Under the supervision of a special education teacher and/or special service provider, collects data on students’ individual IEP goals. Communicates and coordinates with students and families about routine educational issues at the direction of the supervising special education teacher and/or special service provider.

Requirements

High School Degree or Equivalent
Experience appropriate to the assignment, with experience with students with disabilities required especially supporting students mental health and regulation needs
Commitment to serving children with disabilities with patience and compassion
Demonstrated commitment to and understanding of the Highline mission
Willingness to complete adaptive services, which may include feeding, diapering, or other needs
Strong communication and collaboration skills
Must complete Denver Public Schools’ approved written and physical exams and trainings covering de-escalation and physical restraint training, on an annual basis.
Required training must be completed within 60 days of initial hire.
If transporting students or using personal or a company vehicle to conduct work duties, they must have a valid Colorado driver’s license or be able to obtain a Colorado driver’s license within the state’s required time frame for new residents and meet the District’s insurability requirements.
Lead for racial and educational excellence and work to dismantle systems of oppression and inequity in our community, along with believing in and supporting all students so they feel seen and heard with access to high quality education.
Live and work with a permanent home address in Colorado while working with us.
Have the ability with or without accommodations to meet the physical demands of the position.
Be able to run, walk quickly, bend, kneel, crouch, sit on chairs or the floor, stand, grab or hold with one or both hands.
To be able to lift up to 50lbs without difficulty
To maintain appropriate demeanor and professional classroom behavior when working with children and adults
The ability to sit for extended periods during group training
The ability to support children to de-escalate, including restraining using DPS approved methods (training and certification will be provided)
Specialized training in invasive procedures, such as tube feeding and catheterization will be provided, as assignment requires.

Nice To Haves

Board Certified Behavior Analyst (BCBA) or experience providing Applied Behavioral Analysis (ABA) therapy is not required but highly preferred

Responsibilities

Create a Positive Classroom Culture and Climate
Practice Effective Classroom Management
Practice Restorative Justice Protocols
Effective student management in all school areas, inside and outside
Demonstrate Effective Collaboration and Engagement with students and colleagues
Demonstrate thoughtful reflection, learning and development
Provides services to one or more individual students as outlined in their Individual Education Program (IEP), including supporting academic, health, daily living, and social-emotional and behavioral needs.
Monitors classroom activities, assignments and/or materials under the direction of the classroom teacher and/or special educator for the purpose of supporting and reinforcing classroom objectives and meeting learning goals.
Provides daily living procedures such as toileting, diapering, feeding, and personal hygiene as trained.
Provides medically invasive (e.g., tube feeding, catheterization, suctioning) following universal precautions and as trained and directed.
Lifts and transports students using appropriate equipment and technique according to Denver Public Schools’ training.
Supports implementation of students’ individual behavior intervention plans, crisis/safety plans, and health care plans.
Implements student accommodations and modifications as outlined in their IEP in both academic and non-academic settings throughout the school day.
Under the supervision of a special education teacher and/or special service provider, collects data on students’ individual IEP goals.
Communicates and coordinates with students and families about routine educational issues at the direction of the supervising special education teacher and/or special service provider.