Ex Ed Educational Assistant - Alternate Assessment Supports

Location
Apison, Tennessee, United States
Salary
Competitive
Posted
May 07, 2021
Ref
2871
Additional Locations

Overview

The purpose of this job is to provide teaching support and services under the direction of a licensed special education teacher in the implementation of Individual Education Programs for students with disabilities in general or special education classrooms, one-on-one or in small group settings, or with special, more narrowly defined services, or as otherwise needed.

This may include, but is not limited to, providing general physical assistance to students with various disabilities, assisting teachers with classroom projects/activities, monitoring/data collection in academic and/or non-academic regular curriculum participation, and other general duties which support the provision of special education services. Tasks will require the ability to exert physical effort to assist students with individual needs in classrooms. This position will require a combination of physical movements to assist students throughout the school campus such as but not limited to: stooping, kneeling, crouching, lifting, toileting, pushing and/or pulling of objects and materials of moderate to heavy weight.

Responsibilities

  • Competent use of verbal and nonverbal techniques designed to prevent or de-escalate students when acting out behaviors occurs.
  • Competence at and a willingness to incorporate consistent patterns of assertive communications including delivering a three part statement of empathy, verbalizing conflict behavior, and communicating a rectifying statement when behavioral conflict is apparent.
  • Ability to maintain a group during emergencies or a time when a teacher must be away from the group.
  • Provides educational assistance to students with disabilities; assists in preparing, modifying, and utilizing instructional materials to meet individual needs of students; assists with development and implementation of Individual Education Program for each student; assists with the data collection and progress monitoring of student's physical, communication, social/emotional, and educational levels of development; uses special educational strategies and techniques to address students' academic needs.
  • Provides physical assistance, including but not limited to toileting, positioning, lifting, carrying, feeding, personal hygiene, or other assistance as determined by specific student needs, to any student with disabilities based on a student's Individual Education Program.
  • Oversees, monitors, or covers classes during the short term absence of the teacher.
  • Assists teacher and works with students during various class activities; prepares instructional materials for classroom use; assists with instructional and assistive technology,
  • Assists with data collection and progress monitoring used to evaluate student performance and skill levels;
  • Follows established procedures for ensuring students are safe.
  • Performs clerical tasks in support of teaching activities, office operations, and/or other school functions.
  • Responds appropriately to students' inappropriate behavior(s). Must be willing to be trained as needed and maintain certification in non-violent positive behavioral interventions and support methods to respond to, diffuse, de-escalate, and control aggressive behavior utilizing physical restraint as appropriate.
  • Assists students and models appropriate social and professional behaviors during community experience or work based learning.
  • Chaperones students on field trips occurring during the regular school day only.
  • Performs tasks requiring reading, handwriting, numeracy, oral and written communication skills, and the use of various equipment and technology in support of teacher responsibilities to assure compliance under the IDEA and to implement student IEP's.
  • Demonstrates basic sign language acquisition, communication facilitation competencies, and Brailing skills as needed.
  • Communicates with supervisors, school officials, teachers, students, parents, vendors, the community, and other individuals as needed to coordinate work activities under the direction of administration or special education teacher/supervisor.
  • Attends staff meetings, parent meetings, IEP-Team meetings, or other meetings as required.
  • Follows established procedures to ensure assigned areas are safe.
  • Works collaboratively with supervisor, administrators, employees, students, and other stakeholders.
  • Attends work regularly and arrives to work in a timely fashion.
  • Maintains confidentiality.
  • Adheres to the Teacher Code of Ethics as defined by Tennessee Law.
  • Other responsibilities may include lifting, transferring, and positioning students with physical support needs; appropriate use of assistive technology; feeding/oral-motor interventions; signing; Brailing instructional materials; augmentative systems; etc.
  • NOTE: Classification as Grade 6 or 7 will be determined annually by the Exceptional Education Department in collaboration with Human Resources based on student numbers and severity of handicapping conditions.
  • Performs other duties as assigned.

Qualifications

  • High school diploma or GED required; basic technology skills required; general office/clerical experience; or any equivalent combination of education, training, and experience which provides the requisite knowledge, skills, and abilities for this job. Has knowledge and skills to support the PreK-12 general curriculum. Must possess one of the following before reporting to work: (1) 48 semester hours or 72 quarter hours; (2) An Associate's degree or higher; (3) passing score on PRAXIS for Parapro Exam. One year of experience working with students with disabilities preferred.
  • Ability to learn and implement a variety of teaching strategies.
  • Demonstrate proficient verbal and written communication skills.
  • Ability to work collaboratively with students who have a variety of disabilities.
  • Training in or willingness to be trained in nonviolent crisis intervention techniques.
  • Conduct ongoing data collection on all IEP goals/objectives as indicated in the wording of each IEP goal, but at minimum 1 data point per goal per week. Place a copy of the data collection in the student's special education file prior to each quarterly progress report. Use the collected data to complete Progress Monitoring Data Points in EasyIEP and to complete the quarterly progress reports that are sent home to parents/guardians.
  • Case managers and service providers will use the EasyIEP Progress Monitoring Wizard to graph at least 3 data points per goal per each nine week grading period. (The only exceptions to using the EasyIEP Progress Monitoring Graphs are Speech Language Personnel, OTs, PTx, and Audiologists who use Stellar Docs for Progress Monitoring. It is understood that service personnel using Stellar Docs will also enter data on quarterly progress reports.)
  • This position is pending budget approval and FY 22 funds available, approval of the Federal Consolidated Application by the State DOE, and approval by the Hamilton County Board of Education

Education Requirement

High School Diploma/GED
Years Experience Requirement

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