1:1 Specialized Paraprofessional-(Gates)-(SY25-26)

Scituate School District•Scituate, MA

37d

About The Position

The Special Education paraprofessional (Group C) works closely with and under the direction and supervision of the designated Special Education and/or General Education Teacher(s) for the benefit of students requiring intensive, individualized and specialized paraprofessional support outlined on their IEPs. This includes students in the Early Childhood Center (ECC), JEMS, TLP, i-Excel program, and the Learning Centers (ELC, PLC, ILC, and GLC). This also includes students who may not be placed in a program but require five hours or more per day of 1:1 paraprofessional support per the IEP due to a significant impairment or physical aggression. Duties and responsibilities may vary depending on the Special Education Paraprofessional's assignment. May be assigned to one student, or a small group of students, in a general education/inclusion setting or separate setting. In addition to the above instructional paraprofessional responsibilities, the specialized paraprofessional is responsible to: Provide 1:1 instruction, ABA discrete trial training, and/or physical behavioral interventions if needed and trained Implement Behavior Intervention Plans (BIPS) in consultation with BCBA or counselor Support students in substantially separate programs such as JEMS, TLP or the Learning Centers who require a high level of assistance to access the curriculum and/or maintain self-regulation Support i-Excel students in community-based instruction, transition activities or job coaching, as outlined in their IEPs. Provide direct assistance with daily living or self-care skills such as toileting, hygiene and feeding when needed

Requirements

High school diploma or GED
Strong communication and collaboration skills.
Ability to follow directions from the principal and lead educator
Ability to work independently
Ability to foster a positive, inclusive and safe school environment
Ability to work with students who may exert bodily fluids or demonstrate unsafe behaviors
Ability to perform physical restraints if trained and necessary
Strong understanding of behavioral management principles
Ability to implement ABA and/or discrete trials
Ability to lift up to 25 pounds
Current authorization to work in the United States by the first day of employment.

Nice To Haves

Experience working with special education population
Associates degree or higher in the field of child development, education or psychology

Responsibilities

Support classroom and specialized instruction by assisting students individually or in small groups.
Proctor daily content area tests/quizzes as well as standardized tests including MCAS
Provide supervision, academic and behavioral support to students
Support classroom technology and individual students' use of assistive technology
Implement behavior plans as appropriate
Foster student independence and encourage positive behaviors aligned with school-wide and classroom expectations
Provide coverage for Classroom/Special Education Teachers for meetings
Prepare materials and resources for educators or the special education department
Reinforce instruction, including previously taught concepts through guided practice and review activities
Implement accommodations outlined in student plans (including IEPs, 504 plans or informal intervention plans)
Communicate and consult with educators regarding student progress or concerns
Informal ongoing communication with liaison regarding progress of students.
Document students' progress both academically and behaviorally (data collection)
Maintain student confidentiality and follow all district policies and procedures.
Attend training sessions, meetings, or professional development activities as scheduled.
Perform other related duties as assigned by the Superintendent of Schools, Principal or his/her designee
Provide 1:1 instruction, ABA discrete trial training, and/or physical behavioral interventions if needed and trained
Implement Behavior Intervention Plans (BIPS) in consultation with BCBA or counselor
Support students in substantially separate programs such as JEMS, TLP or the Learning Centers who require a high level of assistance to access the curriculum and/or maintain self-regulation
Support i-Excel students in community-based instruction, transition activities or job coaching, as outlined in their IEPs.
Provide direct assistance with daily living or self-care skills such as toileting, hygiene and feeding when needed