Special Education Aide - Autism Programs

FRAMINGHAM PUBLIC SCHOOLS

DUNNING ELEMENTARY SCHOOL

TITLE:

Special Education Aide - Autism Program

2023-2024 School year

A $1,400 stipend is available to any paraprofessional who works in an Autism classroom, multi-disabilities classroom, or is on a changing team for a student with toileting needs

POSITION SUMMARY:

To assist students with disabilities, under the direction of a certified teacher, in a substantially separate program for students with Autism.

The Autism Spectrum Disorder (ASD) program serves students on the Autism Spectrum who require more intensive social-pragmatic, academic, and behavioral support. The programs provide intensive behavioral training through ABA, discrete trial training, task analysis, floor time, and total communication techniques in order to develop social skills and academic readiness skills. The program blends social/developmental as well as behavioral approaches whenever possible to address the educational challenges faced by this population of students.

OUR MISSION:

Framingham Public Schools is committed to excellence for all students. Our mission statement guides our work: Through a comprehensive education, we aim to create and empower free-thinking, responsible citizens who can participate equally in our rich and diverse community. FPS and the community stand united in our core values: Providing a safe, inclusive, culturally responsive teaching and learning environment; Engaging antiracist and responsible civic advocates; Respecting diversity of thought, learners, cultures, and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community.

Diversity among teachers undoubtedly advances the academic achievement of students. Compliance obligations establish a baseline which we seek to exceed. As a district, Framingham Public Schools is committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world.

Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as members of historically underrepresented groups.

CERTIFICATES, LICENSES, AND REGISTRATIONS:

Associate (or higher) degree, or at least two years of post-secondary education that is equivalent to at least 48 credit hours from an accredited higher education institution (otherwise must pass the Parapro Test). Additional specialized training in child development, education, or a related field is desirable.

TRAINING AND EXPERIENCE:

Some experience working with children, especially students with disabilities in the areas of Autism, Developmental Delays, Multiple Disabilities, Learning Disabilities, and Emotional Disabilities.

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in all aspects of education. Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field.

SKILLS AND ABILITY:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Ability to read and comprehend documents such as memos, safety rules, and procedure manuals; to express ideas clearly in written and oral communication; to work as a team member; to establish and maintain effective working relationships with students, parents, staff and the community; to embrace a proactive and solution-focused approach to meeting student needs; to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner, and to perform duties with awareness of all district requirements and School Committee policies.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

• Assist in the instruction and supervision of students, supporting students academically, socially, and behaviorally in the inclusion, small group, individual, or sub separate setting with direction from the classroom teacher and/or special education teacher, service provider or administrator.
• Support students with special needs by following provisions specified in their Individual Education Program (IEP).
• Assist students with test taking in administering standardized and non-standardized tests/curriculum based measures and other assessments.
• Provide support that may include physical management such as crisis management or taking action or assisting educators, school crisis team and/or administrators in restraining students who are at risk of harming themselves or others by following school/district approved restraint procedures to ensure safety of students and others (training provided).
• Attend training and maintain certification in de-escalation and physical management techniques.
• Collect data for individual students and report concerns and/or progress information on students.
• Escort and supervise students to and from various school facilities and areas.
• Take initiative to work collaboratively with special education, general education,teachers and related service staff.
• Assist in establishing a positive learning environment and respond to the individual needs of students.
• Assist students with common daily tasks such as eating, mobility, communication, dressing and toileting, including diapering.
• Promote independence for students with disabilities.
• Safeguard confidential information to ensure compliance with the Family Educational Rights and Privacy Act (FERPA) and the Health Information Portability and Accountability Act (HIPAA).
• Responsible for other general duties as indicated by the teacher, principal, supervisors/directors, directives of the Superintendent of Schools or his/her designee, and policies of the Framingham School Committee.

PHYSICAL WORKING CONDITIONS:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Must be required to move about and may be required to traverse occasionally throughout the school building;
• Must often remain in a stationary position for considerable periods of time;
• Is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl;
• Is expected to lift at least 20 lbs (i.e. books, school supplies, etc.);
• Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools;
• Must be able to assist students who have physical difficulties;
• Operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer);
• Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
• Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone;
• In the classroom, must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction;
• Must be able to assist students who have physical difficulties;
• May be required to move quickly across even or uneven surfaces;
• Working in a normal school environment with an acceptable level of noise;
• Must interact with students, parents, and other staff members;
• Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day;
• Is directly responsible for the safety, well-being, and work output of students;
• Must be able to interact with students, parents, and other staff members and occasionally must meet multiple demands from several people;
• While the majority of the workday is spent inside, must spend time outdoors for recess, fire drills, and special activities;
• May be exposed to bodily fluids, disease, or pathogens;
• May receive unintentional injuries from aggressive students; and
• May be required some degree of physical interaction with students who have difficulty controlling physical behavior.
• May provide limited personal care to students;
• Must occasionally lift or position students to provide services;
• May be exposed to volatile and assaultive behavior;
• Must be able to stand, walk, and/or push a wheelchair for extended periods of time as well as provide assistance and personal care to students;
• May be asked to assist with toileting, depending on a student's needs;
• May be transferred to a different school depending on students' needs and fit in the best interest of children; and
• This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

REPORTS TO:

Building Principal and Special Education Team Evaluator Coordinator. The performance of this job will be evaluated per the Framingham Teachers Association Paraprofessionals (Unit T) Contract.

SUPERVISORY RESPONSIBILITIES:

None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:

This position is classified as Non-Exempt (Hourly).

TERMS OF EMPLOYMENT:

Covered under the Framingham Teachers Association Paraprofessionals (Unit T) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as-needed basis to serve the best interests of all students.

HELPFUL LINKS:

Unit T Contract

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Framingham Public Schools provides equal employment. opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.

Rev. 2023