Student Support Assistant (SPED) (Pre-K)- 196

Position Details

Work Calendar: Hourly

FTE: 0.7375 (29.5 Hours per Week)

Contract Status: Non-Contract

FLSA Status: Non- Exempt

Reports To: Administrative Designee

Starting Wage: $17.00 hourly

Salary Schedule/Lane: 86/J

Benefits: Not Eligible

Anticipated Start Date: 1/22/2024

Priority Screen Date: 1/15/2024

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Positions Available:   1 of Vacancies

This position will be helping primarily in our SPED Prek classroom. 

JOB SUMMARY

The Student Support Assistant – Special Education provides assistance to the Special Education Teachers with supervision and programming of Special Education students with IEP goals and objectives related to self-sufficiency, provides one-on-one support including (1) minimal independence, (2) physical mobility, and (3) areas necessary for community living and for stable relationships with peers and adults; performs clerical tasks and implements health-related procedures for medically fragile students, in support of the instructional process. This might include toileting, feeding, and dressing students; as needed, roll, push, pull, bend, reach, stoop, and lift up to 30 pounds.

MINIMUM REQUIRED QUALIFICATIONS

All positions require selected candidates to be fingerprinted and successfully pass a criminal background check. Additional minimum required qualifications for this position are:

1. High school diploma or a recognized equivalent
2. Knowledgeable of age-appropriate activities, and stages of child development; classroom management techniques, and development of effective lesson plans
3. Ability to perform basic math, including calculations using fractions, percentages, and ratios
4. Ability to administer first aid
5. Speak, read, write, analyze, understand, and follow written and verbal communication in English including grammar and punctuation; listen to, and understand information and ideas presented verbally or in writing
6. Consistently maintained composure and patience in challenging situations
7. Ability to use basic office equipment (phone, copy and fax machines etc.) and Microsoft Office
8. Understand IEP concepts for Special Education Learning

PREFERRED QUALIFICATIONS

These are examples of skills and experience that the best qualified candidates may have.  Not having one or all of them does not disqualify any candidate from consideration.

1. Experience working with students or children
2. Experience in a K-12 special education or public employment environment
3. Spanish or other language proficiency, including ability to read, write, speak, and understand

ESSENTIAL FUNCTIONS & RESPONSIBILITIES

1. Assist special education students working on objectives related to gaining minimal independence, provide appropriate care and support (e.g. toileting, diapering, feeding, catheterizations, urinals, preparing special dietary foods, etc.) to develop student's daily living activities and behavioral skills
2. Implement, under teacher’s supervision, student programs for student self-care related to student Individualized Education Plan (IEP) goals and objectives (e.g. personal hygiene, impulse control, basic communication, stable relationships as shown by interaction with peers and adults, muscular control, toileting, feeding and eating, dressing, etc.) to help student gain minimal independence, improve the student's physical mobility, and improve students' life skills necessary for community living
3. Implement, under teacher’s supervision, specialized health care procedures and assistance to medically fragile children (e.g. suctioning of tracheotomy, blood glucose testing, colostomy care, respiratory assistance, etc.)
4. Move students to reposition them and transfer them to and from wheelchairs, walkers, lifts, etc.
5. Provide one-on-one support. Monitor individual and small groups of special education students (e.g. field trips, classroom, bus, playground, lunch room, etc.) to ensure a safe and positive learning environment. Operate physical education equipment and playground activities using standardized methods
6. Collect student data under guidance of teacher (e.g. examples of desired and undesired behaviors, students' skills regarding behavioral skills, daily living skills, and skills for community living, etc.) to monitor student's progress on their IEP goals
7. Perform record-keeping and clerical functions, and maintain accurate records (e.g. displays, bulletin board, copying, instructional materials, crafts, collecting & grading papers, etc.) to support the teacher in preparing records, classroom materials, and classroom displays
8. Prepare written and audio-visual materials following prescribed formats (e.g. daily log, recording observations, lesson materials, etc.) to convey information to and about the students
9. Communicate effectively with diverse individuals and groups of people while maintaining confidentiality and building positive working relationships with employees and stakeholders. Responds to inquiries from staff (e.g. administrators, Special Education Teachers, Psychologists, Classroom Teachers, etc.)
10. Complete safety care training. Participate in meetings, workshops, and seminars, as assigned to convey and gather information required to perform functions. Read a variety of manuals and present information to others
11. Work under limited supervision, utilizing time-management and prioritization strategies, accurately processing detailed information, and meeting deadlines. Identify issues and create action plans for problem-solving. Adapt to changing work priorities and work with frequent interruptions, as required
12. Support a team environment by collaborating with own and other work units to perform the duties of the position effectively
13. Maintain regular and predictable attendance to fulfill job requirements efficiently and effectively
14. Perform other related duties as assigned to ensure the efficient and effective functioning of the work unit

EMPLOYEE SUPERVISORY RESPONSIBILITIES:       No

WORK ENVIRONMENT & PHYSICAL DEMANDS

The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing, and pulling up to 30 pounds, some stooping, kneeling, crouching, and crawling, and significant fine finger dexterity. Generally, the job requires 30% sitting, 30% walking, and 40% standing. This job is performed in a generally clean and healthy environment.

The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities.  To request reasonable accommodation, contact Human Resource Services – Salt Lake City School District (slcschools.org) or call 801-578-8340.

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Non-Discrimination Statement

No district employee or student shall be subjected to discrimination in employment or any district program or activity on the basis of age, color, disability, gender, gender identity, genetic information, national origin, pregnancy, race, religion, sex, sexual orientation, or veteran status. The district is committed to providing equal access and equal opportunity in its programs, services and employment including its policies, complaint processes, program accessibility, district facility use, accommodations and other Equal Employment Opportunity matters. The district also provides equal access to district facilities for all youth groups listed in Title 36 of the United States Code, including scouting groups. The following person has been designated to handle inquiries and complaints regarding unlawful discrimination, harassment, and retaliation: Tina Hatch, Compliance and Investigations/Title IX Coordinator, 440 East 100 South, Salt Lake City, Utah 84111, (801) 578-8340 You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695

Salary : $17