Teacher Aide III HQ SpEd Early Childhood (24 hrs/wk, 180 days) Start Aug 2021

TEACHER AIDE II SUMMARY DESCRIPTION
Under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Assists teachers in special education classrooms and provides individual or group assistance depending on student or class's functional living and academic skills and/or behavioral support needed. Incumbent can also provide attendant services to students with various intellectual and/or physical disabilities. Incumbent performs related work as required.
DISTINGUISHING CHARACTERISTICS
The Teacher Aide II works in a special education classroom assisting the teacher and/or a special education student within the general and/or special education classroom, in specific specialized programs such as: CLS (Comprehensive Life Skills), EC (Early Childhood), MA (Multi-Age), SIP (Social Intervention Programs), Strategies (Autism Spectrum Disorders), Social Resource and/or Resource classrooms as well as one-on-one assistance. Additionally, a Teacher Aide II working at a Title I school must be highly qualified.

May act as liaison between general education teachers, resource teachers; previews instructional information when possible and may attend seminars and conferences
EXEMPLARY DUTIES/RESPONSIBILITIES
Teacher aides may be assigned to a variety of special education programs or individual students who require adult support based upon their IEP's (Individualized Education Program). Duties may include: assist students with intellectual, physical, or behavioral disabilities in boarding and de-boarding buses before and after school; assist students in reaching proper location in school; accompany students into general education classrooms; provide attendant services (diapering, toileting, washing faces, etc.) to students as needed; supports instruction in proper health and hygiene habits; performs delegated procedures such as clean intermittent catheterization, provide emergency and first aid care as necessary; move students weighing 50-80 pounds, daily and repetitively; follows proper safety procedures; prepares and helps feed students as needed; supports instruction in functional life skills; realizes individual needs of students with intellectual, physical and/or behavioral disabilities and modifies general education classroom assignments occasionally; follows behavior plans as outlined in students' IEP's; uses positive behavior management techniques; assists with lesson assignments; reinforces learning concepts to students; maintains discipline and order on the playground, lunchroom, library and classrooms; accompanies students on field trips; arranges and adjusts wheelchairs, oxygen hoses and other equipment as needed; communicates with special education teachers about concerns and/or observations of students; assists in maintaining bulletin boards in the classroom; may assist children with medication when trained; assists in the operation of classroom equipment or students' assistive technology devices; assist in recording student progress towards goals and developing instructional materials and preparing graphs and charts; assists in modification of the general education curriculum; participates in district training programs when requested and receives training in and implements non-violent behavioral intervention procedures; maintains confidentiality regarding student information and records.

When assigned to SPED Programs:

EC - Early Childhood/Pre-K

The Early Childhood Special Education Program provides services to three, four and five year olds with disabilities. This program consists of developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

EC SIP - Early Childhood/SIP (for details strictly on SIP, see SIP description)

The Early Childhood SIP Program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on social emotional development and primarily serves students with behavioral challenges in a small group setting. When assigned to an EC SIP classroom, a combination of EC & SIP practices are followed. The descriptions mentioned for EC and SIP respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

EC STRAT - Early Childhood/Strategies (for details on Strat, see Strat description)

The Early Childhood Strat Program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on the development of communication and social emotional skills using a variety of strategies. The EC Strategies Program serves students with deficits in these areas, usually caused by Autism. This program also provides a small group setting and focuses on extensive data collection to document progress. When assigned to an EC Strat classroom, a combination of EC & Strat practices are followed. The descriptions mentioned for EC and Strat respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

IEC - Early Childhood/PreK

The Early Childhood inclusion model program provides services to three, four and five year olds who are receiving specialized instruction with typically developing peers in a developmentally appropriate classroom. This inclusion program provides an age appropriate environment that offers all children a wide range of learning opportunities. This program consists of developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

IK - Integrated Kindergarten

The SPED IK Program provides developmentally appropriate curriculum in a co-teaching model that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills along with kindergarten standards and curriculum. Services are provided in a kindergarten setting.

CLS - Comprehensive Life Skills

CLS focuses on building a foundation to success in life while maintaining an academically rich environment that promotes student success with the specific development of critical social, emotional, and cognitive skills. This program assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; utilizes a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI's).

SIP - Social Intervention Program

Social Intervention Program (SIP) classrooms provide a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. SIP is a program, not a place, which incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support (it is an IEP team decision what the least restrictive environment is for each child).

The goal of SIP is to help children acquire and develop effective, prosocial behaviors so they can be successful in regular classroom settings, and to support the children to make adequate academic progress. Students are given work at their developmental levels and the WCSD adopted curriculum and texts are utilized. The primary goal is to extinguish behaviors that are impeding students' ability to be successful in the general education classroom, and to provide positive replacement behaviors, so that students can return to the general education classroom.

The SIP has as its framework, a structured behavior management program that includes frequent positive reinforcement, with consistent consequences, to shape appropriate school behaviors, such as staying calm, following instructions, etc.

STRATEGIES : (Designed to support students who may be on the autism spectrum) Program provides systematic, intensive instruction focusing on the following areas: receptive/expressive/pragmatic language, functional routines, pre-academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Highly structured and predictable instruction occurs in a small-group setting with a high adult-student ratio utilizing discrete trial teaching of academic, functional, and social skills. Visual supports, augmentative and alternative communication tools, positive behavioral supports, inclusive practices, and data-based decision-making with a focus on generalization and maintenance of skills and maximum student independence are used.

SOCIAL RESOURCE : Program provides special designed social skills curriculum emphasizing development of social thinking and social coping skills through systematic, coordinated, methods including visual supports, modeling, role-playing, and a considerate environment for sensory needs. In addition, instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings. Program components include: language/communication development, school-wide success skills, structured social interaction, focus on transition to general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP.

AH - Hearing Impaired

Demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing; assists students with Hearing Impairments to access curriculum; utilizes appropriate questioning and discussion techniques based on student's modality of learning; demonstrates skill and knowledge of current technology practices relative to students who have hearing impairments; knowledge of and ability to effectively utilize, access and maintain necessary technology and equipment needed, and assist students with hearing impairments within classroom instruction and activities as well as other curricular access, ability and/or knowledge to use all technologies and modalities which may be required to perform requirements of the position.
EMPLOYMENT STANDARDS
Education/Experience: Any education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:
  • Any experience that would demonstrate the ability to successfully perform the duties and responsibilities.

  • Knowledge of: Educational principles and techniques; student behavior and characteristics; basic discipline and positive behavior modification techniques; correct English usage, spelling, grammar and punctuation; basic mathematics; current office methods and procedures including filing and records management; common office equipment and its usage; and some knowledge in communication and behavioral strategies. May need to possess various forms of communicating with the deaf through visual means (Signed English, SEE, MSE, PSE, ASI, or CUE); hearing disorders and their effects on learning and behavior; skills taught in the basic subjects included in elementary and secondary school curriculum; record keeping techniques; and computer skills.

    Skill at: Securing and maintaining the confidence and cooperation of students; dealing tactfully with students, parents and school personnel; evaluating situations accurately and taking effective action; basic typing/computer skills; spelling correctly; reading, writing and speaking English at a level required for successful job performance; preparing and maintaining accurate and complete records, files and summaries; organizing and distributing instructional materials; making mathematical computations; operating various office equipment; operating and maintaining audio-visual equipment; learning basic operations of communication devices; lifting using appropriate techniques; understanding and carrying out oral and written instructions; using positive behavioral reinforcements; establishing and maintaining effective working relationships with those contacted in the course of work; and moving students weighing as much as 50-80 pounds, daily and repetitively.

    Licenses/Certificates: Possession of CPI Certification. CPR Certification required.

    Teacher Aide must also be at least 18 years of age; have at least a high school diploma or a general equivalency diploma; and be capable of providing the type of communication services required for the person who is deaf or whose hearing is impaired.

    THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR.

    The Washoe County School District is committed to providing a safe and respectful learning and working environment for all students, staff, and visitors. The District prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination based on an individual's actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The District prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use.

    Internal Job Number : 2021-22-E212278

    Salary :

    Sch A: $11.34 (entry step)
    Sch B: $13.17 (entry step)

    Salaries are subject to adjustment and may increase and decrease each fiscal year.
    New employees hired by Washoe County School District are normally placed on the entry step of the grade of the position.



    Range/Grade : G14

    Additional Job Information :

    This is a 24 hour a week, 180 day position.

    HIGHLY QUALIFIED STATUS (HQ): Individual selected into this position must be Highly Qualified for this assignment. Applicants must possess a high school diploma or its recognized equivalent, and have completed the following requirements: Completed at least 48 semester hours of credit at an accredited college or university; or, obtained an associate's degree or higher degree from an accredited college or university; or, passed the ParaPro Assessment prepared and administered by Educational Testing Services (ETS) with a score of at least 460.

    Eligible employees who are regularly scheduled to work less than 20 hours per week receive Social Security benefits, and the Salary Increases, Longevity Bonuses, and Credit Union benefits; eligible employees who are regularly scheduled to work 20 to 24.75 hours per week received PERS retirement benefits, and the Salary Increases, Longevity Bonuses and Credit Union benefits listed below; eligible employees who are regularly scheduled to work 25 to 27.25 hours per week receive the benefits listed below, with the exception of Medical, Dental, Vision Insurance; eligible employees who are regularly scheduled to work 27.5 hours per week or more receive full benefits of the District.
    Holiday: Eligible employees receive up to eleven (11) paid holidays each year. Vacation: Eligible employees receive up to twenty (20) days of paid vacation each year. Sick Leave: Eligible employees receive up to fifteen (15) days of paid sick leave each year. Medical, Dental, Vision Insurance: Eligible employees may select an insurance plan wherein WCSD contributes 100% of insurance premiums. Eligible employee paid dependent medical insurance is available for an employee's dependents. Insurance Premiums - Summer Months: WCSD contributes 100% of the district paid portion of eligible employee's insurance premiums for employees who are not scheduled to work in the summer. Life Insurance: The District contributes 100 % of employee's life insurance premiums. Salary Increases: In addition to any negotiated increases each year, eligible employees receive salary increases each July, for the first fifteen (15) years of employment. Longevity Bonuses: Eligible employees receive annual bonuses as follows: 12-14 years of employment, $700; 15-17 years of employment, $1, 000; 18 + years of employment, $1, 100. Credit Union: Outstanding benefits are available through the Credit Union.
    No State Income Tax. No Social Security deductions for most positions working 20 hours per week or more. Retirement benefit offered is the State of Nevada retirement system, Public Employees Retirement System (PERS), which is one of the best in the country.

    PERS ELIGIBLE POSITIONS:

    Eligible Employees who select the employer paid salary schedule (Schedule A) will have Washoe County School District (WCSD) contribute 100% of the employee's retirement contributions. Eligible employees who select the employer-employee paid salary schedule (Schedule B) will have a portion of the legislatively designated amount paid by WCSD to PERS for retirement benefits and the employee, in turn, will pay the remaining portion of the legislatively designated amount of his/her salary to PERS. These options are introduced and explained in detail during the New Employee Orientation upon selection for employment.

    New employees will be fingerprinted upon hire and every five years thereafter and will have $58.50 deducted from their first paycheck to help defray the cost of fingerprinting. Non-licensed employees will have $58.50 deduction when their fingerprints are completed every five years. Fingerprint fees are subject to change.

    Please be advised there is a 90-day waiting period for insurance benefits.
    Temporary employees working less than 6 months do not receive benefits.
    Any applicant who would like to request a reasonable accommodation in any step of the selection process should contact Human Resources at (775) 348-0321.

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