ABA/RBT Middle School

ABA Reports to: Classroom or Special Educators for daily consultation and, through those teachers, to the building principal or assistant principal for assignments and evaluations Responsibilities: Provides assistance to students and staff while working in and out of a variety of classrooms Essential Functions: •records data and meets with regular and special educators to modify program based on student progress •works primarily 1:1 or 1:2 with students on the autism spectrum to ensure their safety and reinforcement of primary instruction •conducts discrete trial and maintains data on discrete trials, applied behavioral analysis assistant (ABA) techniques and other information as directed by the teacher •implements structured behavior protocols for students and make appropriate recommendations to special education staff for needed modifications to same program •implements teacher/specialist developed lessons without direct supervision •facilitates participation of assigned student(s) in general classroom activities and peer interactions •maintains high level of ethical behavior and confidentiality of information about students and their records •provides reinforcement to students in small and large groups •plans and provides modified lessons under direct supervision of special/general educators or specialists •prepares materials for teachers and students, as requested •attends parent conferences and TEAM meetings, as requested •administers assessments to individuals or small groups, as needed •meets with teachers/specialists for curriculum discussions, as requested •meets with administrators, teachers and other specialists to discuss school issues, as requested •carries out personal health and safety protocols, including diaper changing as necessary, with appropriate training •compiles reports of daily accomplishments and/or behaviors for regular meetings with regular and special educators, as well as with the consulting teacher for integration to review students' progress. These reports may be sent home daily, under the direct supervision of the consulting teacher for integration and/or other regular or special educators •assists in ordering supplies and materials, as requested substitutes for teachers, as requested assists in the development and implementation of a reinforcement program •participates in in-service training programs and/or professional development programs, as assigned •provides information to be included in the preparation of progress reports •provides escort and assistance to assigned student(s) as necessary throughout the building •performs other duties, as assigned Ability to: •maintain status as outlined under federal, state and/or local jurisdiction as Highly Qualified • work with children of varying abilities, including children with substantial disabilities •implement a structured behavior plan and work with appropriate staff to modify when necessary •arrive promptly for school, scheduled classes and duties • support and follow established school policies • engage in activities to develop self-worth and dignity of students •recognize and provide for individual differences among students •communicate effectively with students, teachers, and administration •modify student work to match students' level of understanding and development •maintain cooperative and productive working relationship when dealing with students and staff • solve practical problems with students and staff •understand and carry out oral and written directions •plan and organize work to meet deadlines •provide information and assistance to parents, the general public and other staff members in a helpful, courteous and timely manner Knowledge of: •child development and challenges faced by students with and without learning or substantial disabilities •curriculum expectations of grade level/discipline to which he/she is assigned •available assistive technologies, with appropriate training effective use of computer and relevant educational software applications •interpersonal skills using tact, patience and courtesy •safe operation of school equipment necessary to successfully complete daily tasks, including but not limited to copier, risograph, laminator, and paper cutter •telephone/computer techniques and etiquette Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee must regularly lift and/or move up to 50 pounds and frequently lift and/or move more than 100 pounds though not necessarily at the same time. Qualifications: •evidence of ability to perform each essential function satisfactorily, including those noted in specific job category as noted below. The requirements listed are representative of the knowledge, skill and/or ability required •Trained in either Crisis Prevention Intervention (CPI) or Applied Non-Violent Restraint (ANV), or willingness to be trained by the District Education: •Bachelor's degree in education or related field or demonstrated specialized knowledge and skills preferred •meets Highly Qualified Standards per No Child Left Behind Act (NCLB) •experience in working within an educational setting preferred •an understanding of child development and the ability to work with children of varying abilities are essential skills •Certification as a Registered Behavior Technician (RBT) preferred Terms of Employment: The Instructional Assistant is employed on an annual basis based on the number and placement of students requiring instructional support and the evaluation of the building principal or assistant principal. Hourly rate of pay as determined by current contract