What are the responsibilities and job description for the Special Education Classroom Independence Assistant - DEV DELAY position at Peoria Unified School District?
Position Title: Special Education Classroom Independence Assistant (CIA)
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Department: Special Education
Supervisor: School Principal or Designee
Term of Employment: 9 months
Salary Classification: 8
Job Summary: Provides a variety of instructional assistance and support services associated with general and specialized educational programs and student needs.
Essential Functions: Essential functions, as defined under the Americans with Disabilities Act, may include, but are not limited to, the following tasks, duties, knowledge, skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and tasks performed by incumbents in this class.
ESSENTIAL DUTIES AND RESPONSIBILITIES generally include the following. Other duties may be assigned:
delete
Department: Special Education
Supervisor: School Principal or Designee
Term of Employment: 9 months
Salary Classification: 8
Job Summary: Provides a variety of instructional assistance and support services associated with general and specialized educational programs and student needs.
Essential Functions: Essential functions, as defined under the Americans with Disabilities Act, may include, but are not limited to, the following tasks, duties, knowledge, skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and tasks performed by incumbents in this class.
ESSENTIAL DUTIES AND RESPONSIBILITIES generally include the following. Other duties may be assigned:
- Monitors and assists one or more students to complete tasks, stay focused, and not disturb others.
- Assists students with activities of daily living (eating, g-tube feeding, dressing, toileting, cleaning of bodily fluids, transferring, walking).
- Escorts students to and from classes, activities, and transportation buses.
- Assists in implementing individual student programs for behavior, sensory, or academics, including but not limited to behavior support plans, and sensory integration strategies.
- Supervises students in the general education setting, supports their access to general education curriculum, and implements teacher directed accommodations, modifications, and behavior support plans.
- Collaborates with special education and general education teachers to define student expectations and responsibilities while in the general education setting.
- Collaborates with special education and general education teachers by bringing forth difficult problems or questions and contributing to the development of resolutions.
- Assists and calls for assistance when student(s) is experiencing challenges (I.e. perceived task frustration, sensory difficulties, etc.) that may result in disruptive behavior.
- Provides support in monitoring, intervening, and redirecting student behaviors. Acts to prevent and deescalate student behavior.
- Assists in data collection related to behavior and IEP goals.
- Facilitates models, directs, and supervises student behavior in social situations in the classroom, cafeteria, and playground environment.
- Utilizes and assists student with utilization of augmentative communications (devices, communication boards, etc.).
- Participates in Direct Service Claims documentation by tracking and billing for tasks of daily living.
- Performs other duties as assigned.
- Knowledge of applicable Federal, state, county and city statutes, rules, policies and procedures.
- Knowledge of applicable Peoria Unified School District and departmental policies and procedures.
- Knowledge of the principles of basic child development stages
- Demonstrates good organization skills, ability to multi-task, and be detail oriented.
- Skill in following oral and written directions.
- Skill in identifying, preventing and deescalating negative behaviors.
- Skill in instructing and assisting students in self-help living skills.
- Must be able to complete training in CPR, First Aid, Nonviolent Crisis Intervention (CPI), and specialized training for students with disabilities.
- Skill in establishing and maintaining effective working relations with co-workers, vendors, students, parents, the general public and others having business with the school district.
- Skill in operating a personal computer utilizing a variety of software applications.
- Have obtained an associate (or higher) degree OR
- Have at least two years of post-secondary education that is equivalent to at least 48 semester hours from an accredited higher education institution OR
- Have met a rigorous standard of quality by demonstrating knowledge on a Paraprofessional Assessment, available at the Peoria Unified School District Office
- Must possess or obtain an Arizona IVP Fingerprint Clearance Card.
- Must be able to pass a background clearence check.
- Must be able to provide a Social Security number for AHCCS provider
- Must be able to obtain and maintain an Arizona driver’s license.
- Must be able to complete training in CPR, First Aid, Nonviolent Crisis Intervention (CPI), and specialized training for students with disabilities.
- Must be able to physically restrain a student utilizing on of the CPI holds; must be able to run after students who are at risk of fleeing from a safe location.
- May be required to demonstrate fluency in English: written and oral communications
- May be required to lift and carry heavy, bulky supplies and materials weighing up to 20 pounds.
- May be required to lift students weighing up to 60 pounds
- May be required to work outside normal working hours
- May be required to travel to perform work functions
- Preference will be given to candidates that have prior working experience with high risk students with special needs.
