Transition Services: Special Education Paraeducator - Employment Facilitator

Stamford Public Schools•Stamford, CT

About The Position

The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR ï¿½ SPECIAL EDUCATION - Employment Facilitator PURPOSE: To work with students to implement an Individual Transition Service Plan (ITP) in accordance with their Individual Education Plan (IEP). Employment Facilitators are responsible for supporting students in the 18-21 programs to prepare them for post-secondary, vocational, and independent living skills with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator. EXAMPLES OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Assist vocational coordinator and certified teachers in supporting job related education objectives with small groups of students, to reinforce learning in post-secondary, vocational and independent living skills. Collect and record achievements and diagnostic data, under the direction of the teacher, on individual students or groups of students in the school or community setting for purpose of task analysis and continued programming. Assist the teacher in devising specialized strategies for reinforcing material or skills sets based on a data collection of individual students, their needs, interests, and abilities as this relates to post-secondary outcomes. Assist the teacher in the handling, operation, and care of equipment used in the classroom/community, including media and instructional materials and assistive technology. Support IEP/ITP goals as they relate specifically to independence within vocational and community experiences, travel training, and functional academics. Monitor student performance in a variety of work sites according to program guidelines (visit job sites, obtain employers evaluations, serve as liaison between employer and student) for purpose of identifying areas requiring additional training, under supervision of transition coordinator. Exhibit a clear understanding of the IEP/ITP information, vocational objectives to include travel training, leisure related activities and functional academics and carry out IEP/ITP goals and objectives as it pertains to your role as an implementer. Follow district policies for protecting the health, safety and well-being of student alerting the teacher(s) regarding any problem or special information related to an individual student. Implement behavioral plans provided by the teacher/admin/supervisor. Participate in professional development training programs, meetings workshops for the purposes of conveying and/or gathering information required to perform functions and remain knowledgeable of program guidelines. Demonstrate the following as role model and mentor: proper dress and grooming skills as relates to job site, punctuality, appropriate ways to interact with others in the workplace, ability to proactively problem solve, demonstrate effective communication, and patience. Encourage employer/co-workers to be receptive in supporting and supervising employee (speak directly to student/employee, encourage self-advocacy directed at supervisor, etc.). Participate in professional development training programs, as required. Perform other related duties, as assigned. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Participate in professional development training programs, as required. Perform other related duties, as assigned.

Requirements

Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college
Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as Applied Behavior Analysis (ABA) or activities of daily living as they relate to vocational/career service plans.
Effective communication and interpersonal skills as relates to supporting and supervising employee/employer relationship.
Demonstrated ability to understand and follow oral and written instructions effectively.
Exhibited proficiency in basic reading, math, writing, and communication as this relates to functional vocational and academic preparation for job sites.
Possession or be willingness to acquire the skills necessary to work productively with young adults within the community and on job sites.
Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
Exhibited good judgment, patience, diplomacy, and sensitivity always cognizant of positive role model behavior for young adults.
Demonstrated use and maintenance of ethical practices for confidential communication about students.
Ability to establish and maintain cooperative and effective working relationships.

Nice To Haves

Experience/training in working with young adults preferred.
Comfort with use of standard computer applications and assistive technology.
Such additions and alternatives to the above qualifications as may be appropriate and acceptable.

Responsibilities

Assist vocational coordinator and certified teachers in supporting job related education objectives with small groups of students, to reinforce learning in post-secondary, vocational and independent living skills.
Collect and record achievements and diagnostic data, under the direction of the teacher, on individual students or groups of students in the school or community setting for purpose of task analysis and continued programming.
Assist the teacher in devising specialized strategies for reinforcing material or skills sets based on a data collection of individual students, their needs, interests, and abilities as this relates to post-secondary outcomes.
Assist the teacher in the handling, operation, and care of equipment used in the classroom/community, including media and instructional materials and assistive technology.
Support IEP/ITP goals as they relate specifically to independence within vocational and community experiences, travel training, and functional academics.
Monitor student performance in a variety of work sites according to program guidelines (visit job sites, obtain employers evaluations, serve as liaison between employer and student) for purpose of identifying areas requiring additional training, under supervision of transition coordinator.
Exhibit a clear understanding of the IEP/ITP information, vocational objectives to include travel training, leisure related activities and functional academics and carry out IEP/ITP goals and objectives as it pertains to your role as an implementer.
Follow district policies for protecting the health, safety and well-being of student alerting the teacher(s) regarding any problem or special information related to an individual student.
Implement behavioral plans provided by the teacher/admin/supervisor.
Participate in professional development training programs, meetings workshops for the purposes of conveying and/or gathering information required to perform functions and remain knowledgeable of program guidelines.
Demonstrate the following as role model and mentor: proper dress and grooming skills as relates to job site, punctuality, appropriate ways to interact with others in the workplace, ability to proactively problem solve, demonstrate effective communication, and patience.
Encourage employer/co-workers to be receptive in supporting and supervising employee (speak directly to student/employee, encourage self-advocacy directed at supervisor, etc.).
Participate in professional development training programs, as required.
Perform other related duties, as assigned.