EDUCATIONAL ASSISTANT III - SPECIAL EDUCATION

Position is in the Functional Communications Classroom at Jollyville Elementary---

Functional Communication Class (FCC) – Elementary School

Perfect for someone looking to work with students with Autism or someone with ABA or RBT experience!

Functional Communication classes are designed to provide a highly structured instructional program for students with disability condition(s) whose academic, communication and behavioral needs cannot be met in other settings.

The focus of instruction in the Functional Communication Class is to provide:

• A behavioral approach to language acquisition (assumes students do not acquire language “incidentally”, i.e., just be being around others). The Functional Communication Classroom uses the Verbal Behavior Milestones Assessment and Placement Program to assess and design an individualized intervention program for each student.
• A high degree of classroom structure (physical, academic and behavioral) to provide opportunities for 1:1 instruction at the acquisition level.
• Emphasis on the development of effective communication skills through specialized, direct instruction based on the principles of applied behavior analysis and Skinner’s analysis of verbal behavior. This includes, but is not limited to, high rates of reinforcement, fast-paced instruction, discrete trial training and a behavioral approach to the acquisition of language. The daily schedule of activities includes intensive teaching trials with carefully arranged contingencies (prompting, fading, careful shaping, transfer of stimulus control use of motivating operation, differential reinforcement, etc.)
• To provide TEKS based instruction at a prerequisite level for students with significant cognitive disabilities and similar learning profiles using evidence-based strategies. The FCC classroom uses the same TEKS based instruction curriculum as the Functional Academic Classroom.
• Management of behavior resulting from significant communication deficits through an individualized Behavior Intervention Plan recognizing that many children with developmental disorders exhibit strong and persistent negative behaviors that impede teaching and learning.
• Social skills development recognizing the importance of language development in the demonstration of social skills. It is important to note that a significant component of social behavior involves verbal behavior, and if a child cannot request, respond with intraverbal answers to the requests of others, or serve as the listener, social interactions will be limited.
• Assisting each student in developing functional self-help/personal care skills.

Basic Job Description of an SPED EA IIII:

BASIC FUNCTION & RESPONSIBILITY: Provide for the instructional needs of individual students and/or group of students in a school or under the direction of a certified classroom teacher; and assist with physical needs of students, if required.

CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

Instructional Support:

 Assist teacher with daily classroom activities; prepare/modify activities to meet student needs; assist with independent study or lead small groups; inform teacher of student progress.

 Teach students life skills, such as personal hygiene, cooking, and laundry.

 Support the improvement of instruction.

 Support and participate in meeting the objectives of the campus/department improvement plan.

Student Support:

 Assist students with physical/medical needs such as feeding, lifting, toileting, and personal hygiene.

 Assist teacher with emotional/behavioral needs of students.

 Monitor student behavior and maintain classroom discipline as necessary, including intervening in crisis situations and restraining disruptive and/or dangerous student behavior as needed.

 Assist campuses in resolving parent/student issues and concerns in a timely manner.

Support of Administrative, Fiscal and/or Facilities Functions:

 Assist teacher with preparation of instructional equipment; ensure specific materials and supplies are ready; maintain safe instructional area; perform clerical duties and operate specialized equipment.

 Provide assistance to campuses/departments as requested.

Organization Improvement:

 Work collaboratively to improve programs.

Professional Growth and Development:

 Participate in professional development that increases effectiveness and improves District performance.

Academic Excellence Indicators and Campus Performance Objectives:

 Support the administration of state-mandated testing at campuses in compliance with state and federal guidelines.

School/Community Relations:

 Interact positively with employees and the community to provide needed information and to promote the District in a favorable manner.

Organization Morale:

 Participate in team building activities and the decision-making process as appropriate.

 Communicate and collaborate with campus/department staff to enhance service delivery and customer satisfaction.

Other Responsibilities:

 Comply with policies established by federal and state law, including but not limited to State Board of Education and local Board policy.

 Perform other job-related duties as assigned.

SUPERVISION EXERCISED: None.

KNOWLEDGE, SKILLS & ABILITIES:

 Knowledge of District, campus, and classroom policies and procedures.

 Knowledge of techniques used in assisting students with special needs.

 Skill in applying classroom/student discipline management.

 Skill in coping with a variety of students with emotional and physical needs in stressful situations.

 Skill in operating specialized medical equipment such as suctions, feeding tubes, lifts, wheelchairs, standers, and special beds.

 Skill in communicating effectively, both verbally and in writing.

 Skill in utilizing general instructional strategies.

 Skill in operating standard computer and software applications.

 Ability to administer Crisis Prevention Intervention (CPI), First Aid, and Cardio Pulmonary Resuscitation (CPR).

 Ability to organize and prioritize work responsibilities.

ENTRY QUALIFICATIONS: High school diploma or equivalent and six months of related experience.

PHYSICAL & MENTAL DEMANDS:

 Maintain emotional control under stress.

 Work with frequent interruptions.

 Sit, walk, stand, stoop, and bend on a frequent basis, to include pushing wheelchairs, using lifts, ramps, and other specialized medical equipment.

 Lift, restrain, and move up to 50 lbs.

ENVIRONMENTAL FACTORS:

 Work is performed in both indoor and outdoor environments.

 Work involves moderate to frequent exposure to bacteria, communicable diseases, unusual elements, such as extreme temperatures, dirt, dust, unpleasant odors, and/or loud noises.

 Work may involve aggressive, physical contact initiated by students.

 Work involves constant interpersonal interactions within an educational environment.

Job Type: Full-time

Expected hours: 37.5 per week

Benefits:

• Dental insurance
• Employee assistance program
• Health insurance
• Life insurance
• Paid time off
• Retirement plan
• Vision insurance

Physical Setting:

• Public school

Schedule:

• 8 hour shift
• Monday to Friday
• No nights
• No weekends

Experience:

• Childcare: 1 year (Required)

Ability to Commute:

• Austin, TX 78729 (Required)

Ability to Relocate:

• Austin, TX 78729: Relocate before starting work (Required)

Work Location: In person