Paraprofessional Special Education Itinerant Adult Support - Marshall Street School
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Posted : Wednesday, June 19, 2024 09:29 AM
JobID: 11687
Position Type:
Paraprofessional/Paraprofessional Special Education Itinerant Adult Support
Date Posted:
4/18/2024
Location:
Marshall Street School
Closing Date:
05/01/2024
Paraprofessional Special Education Itinerant Adult Support
Marshall Street School
Grade 6 of the ESP Salary Scale, (Consideration is given for Pre-K - 12 teaching experience on a state issued professional certificate)
7 Hours/Day, 10-Month Work Year
Reports to BCBA Coordinator
To build student independence and provide additional adult support to a student as outlined in
his/her individualized education program (IEP).
This position is assigned to the Center for Education Services with student/school specific assignments to be determined by a BCBA Coordinator.
This position may involve changing physical locations during the school year to meet individual student needs.
Minimum Requirements High School Diploma/GED.
Highly Qualified status (A.
A.
Degree, 48 credit hours, or have successfully passed the Paraprofessional Praxis Test).
Ability to attain and maintain active certification in Crisis Prevention Intervention (CPI) and any other methodology/technique required for students.
Two (2) years’ experience working with children or a combination of education and experience totaling two years.
Ability to lift between 30-50 pounds in specified situations.
Ability to document data as outlined in a student’s Behavior Intervention Plan (BIP) and submit daily report of student interventions.
Ability to adjust work hours to accommodate a change in school location assignment to meet the needs of a student at any time during the school year.
Competency with fundamental reading, writing, arithmetic, and communication skills.
Strong interpersonal skills with the ability to work harmoniously with staff, students, and community.
Regular and predictable attendance which is an essential function of this position.
Ability to perform the essential functions of the job with or without reasonable accommodations.
Preferred Qualifications Specialized training in childcare, trauma informed care and/or behavior management.
AA degree in child development or related field.
Experience working with multiple computer software programs and platforms.
Role Responsibilities Work with individual students and small groups of students to reinforce/model academic, behavioral, and social skills introduced by the teacher(s).
Recognize, observe, and document behaviors to support data collection in order to provide feedback and information to assist in the development and modification of individual student behavior plans.
Document and submit data for progress monitoring and other required reports.
Assist the teacher in devising special strategies for reinforcing skills and instruction.
Operate and assist with the care of the classroom equipment.
Assist with supervision and management of assigned student during instructional and non-instructional activities.
Respond to behavior crises which includes engaging in verbal de-escalation of students and physical restraint/seclusion in emergency situations.
Assist with personal care and physical management of students as needed and appropriate.
Follow through to carry out individual programs designed by the teacher.
Participate in and/or provides input for team planning functions as appropriate and participates in supervision/training sessions as assigned.
Demonstrate courteous and professional demeanor to all stakeholders of Washington County Public Schools.
Other duties as assigned.
Environmental Factors and Physical/Mental Requirements The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Required periods of sitting at a desk and working on a computer and other office equipment.
Ability to sufficiently and efficiently move throughout the building and grounds for extended periods.
Must have the use of sensory skills in order to effectively communicate and interact with others as normally defined by the ability to see, read, talk, and hear.
Ability to maintain emotional control under stress.
Ability to move, raise, lower, and carry objects up to 20 lbs.
on an irregular basis.
Must be able to bend, crouch, stoop, reach, and climb.
Will be subjected to loud noises, interactions, and traffic flow associated within a highly populated office environment.
JobID: 11687 Position Type: Paraprofessional/Paraprofessional Special Education Itinerant Adult Support Date Posted: 4/18/2024 Location: Marshall Street School Closing Date: 05/01/2024 Paraprofessional Special Education Itinerant Adult Support Marshall Street School Grade 6 of the ESP Salary Scale, (Consideration is given for Pre-K - 12 teaching experience on a state issued professional certificate) 7 Hours/Day, 10-Month Work Year Reports to BCBA Coordinator To build student independence and provide additional adult support to a student as outlined in his/her individualized education program (IEP).
This position is assigned to the Center for Education Services with student/school specific assignments to be determined by a BCBA Coordinator.
This position may involve changing physical locations during the school year to meet individual student needs.
Minimum Requirements High School Diploma/GED.
Highly Qualified status (A.
A.
Degree, 48 credit hours, or have successfully passed the Paraprofessional Praxis Test).
Ability to attain and maintain active certification in Crisis Prevention Intervention (CPI) and any other methodology/technique required for students.
Two (2) years’ experience working with children or a combination of education and experience totaling two years.
Ability to lift between 30-50 pounds in specified situations.
Ability to document data as outlined in a student’s Behavior Intervention Plan (BIP) and submit daily report of student interventions.
Ability to adjust work hours to accommodate a change in school location assignment to meet the needs of a student at any time during the school year.
Competency with fundamental reading, writing, arithmetic, and communication skills.
Strong interpersonal skills with the ability to work harmoniously with staff, students, and community.
Regular and predictable attendance which is an essential function of this position.
Ability to perform the essential functions of the job with or without reasonable accommodations.
Preferred Qualifications Specialized training in childcare, trauma informed care and/or behavior management.
AA degree in child development or related field.
Experience working with multiple computer software programs and platforms.
Role Responsibilities Work with individual students and small groups of students to reinforce/model academic, behavioral, and social skills introduced by the teacher(s).
Recognize, observe, and document behaviors to support data collection in order to provide feedback and information to assist in the development and modification of individual student behavior plans.
Document and submit data for progress monitoring and other required reports.
Assist the teacher in devising special strategies for reinforcing skills and instruction.
Operate and assist with the care of the classroom equipment.
Assist with supervision and management of assigned student during instructional and non-instructional activities.
Respond to behavior crises which includes engaging in verbal de-escalation of students and physical restraint/seclusion in emergency situations.
Assist with personal care and physical management of students as needed and appropriate.
Follow through to carry out individual programs designed by the teacher.
Participate in and/or provides input for team planning functions as appropriate and participates in supervision/training sessions as assigned.
Demonstrate courteous and professional demeanor to all stakeholders of Washington County Public Schools.
Other duties as assigned.
Environmental Factors and Physical/Mental Requirements The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Required periods of sitting at a desk and working on a computer and other office equipment.
Ability to sufficiently and efficiently move throughout the building and grounds for extended periods.
Must have the use of sensory skills in order to effectively communicate and interact with others as normally defined by the ability to see, read, talk, and hear.
Ability to maintain emotional control under stress.
Ability to move, raise, lower, and carry objects up to 20 lbs.
on an irregular basis.
Must be able to bend, crouch, stoop, reach, and climb.
Will be subjected to loud noises, interactions, and traffic flow associated within a highly populated office environment.
This position is assigned to the Center for Education Services with student/school specific assignments to be determined by a BCBA Coordinator.
This position may involve changing physical locations during the school year to meet individual student needs.
Minimum Requirements High School Diploma/GED.
Highly Qualified status (A.
A.
Degree, 48 credit hours, or have successfully passed the Paraprofessional Praxis Test).
Ability to attain and maintain active certification in Crisis Prevention Intervention (CPI) and any other methodology/technique required for students.
Two (2) years’ experience working with children or a combination of education and experience totaling two years.
Ability to lift between 30-50 pounds in specified situations.
Ability to document data as outlined in a student’s Behavior Intervention Plan (BIP) and submit daily report of student interventions.
Ability to adjust work hours to accommodate a change in school location assignment to meet the needs of a student at any time during the school year.
Competency with fundamental reading, writing, arithmetic, and communication skills.
Strong interpersonal skills with the ability to work harmoniously with staff, students, and community.
Regular and predictable attendance which is an essential function of this position.
Ability to perform the essential functions of the job with or without reasonable accommodations.
Preferred Qualifications Specialized training in childcare, trauma informed care and/or behavior management.
AA degree in child development or related field.
Experience working with multiple computer software programs and platforms.
Role Responsibilities Work with individual students and small groups of students to reinforce/model academic, behavioral, and social skills introduced by the teacher(s).
Recognize, observe, and document behaviors to support data collection in order to provide feedback and information to assist in the development and modification of individual student behavior plans.
Document and submit data for progress monitoring and other required reports.
Assist the teacher in devising special strategies for reinforcing skills and instruction.
Operate and assist with the care of the classroom equipment.
Assist with supervision and management of assigned student during instructional and non-instructional activities.
Respond to behavior crises which includes engaging in verbal de-escalation of students and physical restraint/seclusion in emergency situations.
Assist with personal care and physical management of students as needed and appropriate.
Follow through to carry out individual programs designed by the teacher.
Participate in and/or provides input for team planning functions as appropriate and participates in supervision/training sessions as assigned.
Demonstrate courteous and professional demeanor to all stakeholders of Washington County Public Schools.
Other duties as assigned.
Environmental Factors and Physical/Mental Requirements The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Required periods of sitting at a desk and working on a computer and other office equipment.
Ability to sufficiently and efficiently move throughout the building and grounds for extended periods.
Must have the use of sensory skills in order to effectively communicate and interact with others as normally defined by the ability to see, read, talk, and hear.
Ability to maintain emotional control under stress.
Ability to move, raise, lower, and carry objects up to 20 lbs.
on an irregular basis.
Must be able to bend, crouch, stoop, reach, and climb.
Will be subjected to loud noises, interactions, and traffic flow associated within a highly populated office environment.
JobID: 11687 Position Type: Paraprofessional/Paraprofessional Special Education Itinerant Adult Support Date Posted: 4/18/2024 Location: Marshall Street School Closing Date: 05/01/2024 Paraprofessional Special Education Itinerant Adult Support Marshall Street School Grade 6 of the ESP Salary Scale, (Consideration is given for Pre-K - 12 teaching experience on a state issued professional certificate) 7 Hours/Day, 10-Month Work Year Reports to BCBA Coordinator To build student independence and provide additional adult support to a student as outlined in his/her individualized education program (IEP).
This position is assigned to the Center for Education Services with student/school specific assignments to be determined by a BCBA Coordinator.
This position may involve changing physical locations during the school year to meet individual student needs.
Minimum Requirements High School Diploma/GED.
Highly Qualified status (A.
A.
Degree, 48 credit hours, or have successfully passed the Paraprofessional Praxis Test).
Ability to attain and maintain active certification in Crisis Prevention Intervention (CPI) and any other methodology/technique required for students.
Two (2) years’ experience working with children or a combination of education and experience totaling two years.
Ability to lift between 30-50 pounds in specified situations.
Ability to document data as outlined in a student’s Behavior Intervention Plan (BIP) and submit daily report of student interventions.
Ability to adjust work hours to accommodate a change in school location assignment to meet the needs of a student at any time during the school year.
Competency with fundamental reading, writing, arithmetic, and communication skills.
Strong interpersonal skills with the ability to work harmoniously with staff, students, and community.
Regular and predictable attendance which is an essential function of this position.
Ability to perform the essential functions of the job with or without reasonable accommodations.
Preferred Qualifications Specialized training in childcare, trauma informed care and/or behavior management.
AA degree in child development or related field.
Experience working with multiple computer software programs and platforms.
Role Responsibilities Work with individual students and small groups of students to reinforce/model academic, behavioral, and social skills introduced by the teacher(s).
Recognize, observe, and document behaviors to support data collection in order to provide feedback and information to assist in the development and modification of individual student behavior plans.
Document and submit data for progress monitoring and other required reports.
Assist the teacher in devising special strategies for reinforcing skills and instruction.
Operate and assist with the care of the classroom equipment.
Assist with supervision and management of assigned student during instructional and non-instructional activities.
Respond to behavior crises which includes engaging in verbal de-escalation of students and physical restraint/seclusion in emergency situations.
Assist with personal care and physical management of students as needed and appropriate.
Follow through to carry out individual programs designed by the teacher.
Participate in and/or provides input for team planning functions as appropriate and participates in supervision/training sessions as assigned.
Demonstrate courteous and professional demeanor to all stakeholders of Washington County Public Schools.
Other duties as assigned.
Environmental Factors and Physical/Mental Requirements The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Required periods of sitting at a desk and working on a computer and other office equipment.
Ability to sufficiently and efficiently move throughout the building and grounds for extended periods.
Must have the use of sensory skills in order to effectively communicate and interact with others as normally defined by the ability to see, read, talk, and hear.
Ability to maintain emotional control under stress.
Ability to move, raise, lower, and carry objects up to 20 lbs.
on an irregular basis.
Must be able to bend, crouch, stoop, reach, and climb.
Will be subjected to loud noises, interactions, and traffic flow associated within a highly populated office environment.
• Phone : NA
• Location : Hagerstown, MD
• Post ID: 9150906604
