CMSD
Educational Aide, Instructional Assistants, Paraprofessional (All Positions) 202
CMSD, Cleveland, Ohio, United States, 44101
Paraprofessional Job Opportunity
An instructional assistant, also known as a paraprofessional, provides assistance with handling the unique needs of students by providing additional instructional support. This includes tutoring individual or small groups of students, reinforcing instruction as directed by the teacher, monitoring and overseeing student progress, maintaining behavioral standards and order, and providing individualized support for students as directed in their individual education plan (IEP). Our instructional assistants also provide student supervision before, during, and after school, while they are loading, and unloading buses, on the playground, in the cafeteria, during emergency drills, and during other school events. When needed, an Instructional Assistant also supports activities of daily living and intervenes to redirect inappropriate behavior. Successful instructional assistants work closely with their assigned teachers and other professionals to create a high-quality instructional environment. Minimum Salary for a 185 Assignment: $32.823. Full salary schedule can be located in the CTU/CMSD Collective Bargaining Agreement and is impacted by post-secondary education and number of years of relevant experience. Responsibilities
Adapts to the individual social, emotional, and academic needs of the students. Respects and redirects scholars through preventative, proactive, and dignified classroom management techniques that reflect structure, equity, and consistency. Understands, believes, and can articulate how and why Special Education is a service and not a destination. Reinforces student activities and behavior as directed by the teacher in areas which might include academic tasks, social skills, or other instructional components of the program. Assists the teacher in the implementation of behavior management programs and with intervention of behavioral problems. Provides information to teacher regarding student performance. Identifies, locates, and uses materials appropriate for each student. Schedules space for specialized instructional programs and coordinates the arrangement of equipment, desks, tables, chairs, and activity areas. Assists and monitors the students in special training activities, including personal hygiene and other self-help skills. Observes students as directed by the teacher and records specific behaviors exhibited as outlined on each student's IEP. Records academic and social progress as required by the teacher. Assists the teacher in preparing, collecting, and adapting materials. Collects and uses equipment under the direction of the teacher. Maintains materials and equipment in good condition. Performs other routine duties as assigned by the principal. Participates as a member of a team, follows guidelines and instructions of teacher and school team. Paraprofessionals are not expected to perform duties in student homes. Roles of Paraprofessionals
Our instructional assistants are assigned to one of the following roles: Paraprofessional 1-on-1
Support for 1 child which includes spending your entire day with the student. For a student with behavioral needs: Assist with implementation of behavior intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.) Assist with communication under the guidance of the intervention specialist and/or speech language pathologist (i.e. use of augmentative communication, implementation of PECS, or a picture schedule, etc.) Physical assistance as needed. For students with physical disabilities: Scribe for written assignments Physical assistance for moving in and out of wheelchair or navigating building Physical assistance on and off transportation Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.) Physical assistance for eating, including obtaining lunches, assist with opening and set up, assist with feeding Paraprofessional Multiple Disabilities/Autism (MD/AU)
Student population: students typically serviced in a MD/AU classroom exhibit more severe cognitive disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention specialists in these classes utilize the Ohio Learning StandardsExtended for their classroom instruction. The students in these classes may exhibit several deficits which may include academic deficits, inability to retain information, needs related to adaptive behavior/self-care, behavioral needs, etc. There may be students who are non-verbal who will communicate with different forms of augmentative communication or assistive technology (i.e. GoTalk, iPad/iPod, visual scheduling, etc.) More one-on-one instruction is needed for students in these classes. The students also need to be monitored throughout their school day. Assist with implementation of behavioral intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.) Physical assistance on and off transportation Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.) Physical assistance for eating, including obtaining lunches, assist with opening and set up, assist with feeding Conduct small group activities that are planned by the Intervention Specialist Attend Encore classes with students to provide support Paraprofessional Medically Fragile (MEF)
Student population: Students typically serviced in an MEF classroom have medical needs that make it necessary for them to be in a building with a full-time nurse. In addition to this they present themselves with the most severe disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention Specialists in these classes utilize the Ohio Learning Standardsextended for their classroom instruction. Many students are nonverbal and have limited communication; some may communicate with eye-gaze, while others may have some form of assistive technology. A focus with some students may be on sensory stimulation. Most students in these classes are in wheelchairs and require a great deal of care. Physical assistance (including lifting) is needed for most of these students. Lifting and positioning of students as needed (based on doctor, therapist and/or IEP team determination) Understanding and use of assistive technology and devices Physical assistance on and off transportation Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.) Physical assistance for eating including obtaining lunches, assist with opening and set-up, assist with feeding Conduct small group activities that are planned by the Intervention Specialist Attend Encore classes with students to provide support Paraprofessional Emotional Disturbance (ED/IBI)
Student population: Students serviced in an ED setting are in that environment because of the need for more intensive behavioral support. Students can exhibit a range of behavioral needs including, but not limited to, use of vulgar language, refusal to follow directives, oppositional defiant behavior, physical aggression, etc. The students' cognitive levels of functioning spread across a wide range. Because of this, there may be students who have academic deficits, but there also may be students who receive some or all instruction within the regular education setting. More one-on-one behavioral support is needed for students in these classes. The students also need to be monitored throughout their school day. Assist with implementation of behavior intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.) Behavioral support may take up a large portion of your day. Provide support to students within the regular education classroom. Conduct small group activities that are planned by the Intervention Specialist. Attend Encore classes with students to provide support. Paraprofessional Special Education Preschool (PreK)
Student population: Children between the ages of 3 and 6, residing in Cleveland, who are identified for special education services are guaranteed a seat in preschool. A classroom may include students with a wide range of disabilities. There are three possible classroom configurations in which a preschool special education paraprofessional may be assigned. Half-day: up to 8 students in the a.m., up to 8 students in the p.m. 6/6: full day, up to six students with disabilities and up to six typical peers. Integrated PreK: 20 students with one Early Childhood teacher, one Intervention Specialist and one paraprofessional. The integrated classroom has 20 students total, 12 typical and 8 special needs. The para for preschool is also expected to assist with behavior plans and collect data under the direction of the teacher.
An instructional assistant, also known as a paraprofessional, provides assistance with handling the unique needs of students by providing additional instructional support. This includes tutoring individual or small groups of students, reinforcing instruction as directed by the teacher, monitoring and overseeing student progress, maintaining behavioral standards and order, and providing individualized support for students as directed in their individual education plan (IEP). Our instructional assistants also provide student supervision before, during, and after school, while they are loading, and unloading buses, on the playground, in the cafeteria, during emergency drills, and during other school events. When needed, an Instructional Assistant also supports activities of daily living and intervenes to redirect inappropriate behavior. Successful instructional assistants work closely with their assigned teachers and other professionals to create a high-quality instructional environment. Minimum Salary for a 185 Assignment: $32.823. Full salary schedule can be located in the CTU/CMSD Collective Bargaining Agreement and is impacted by post-secondary education and number of years of relevant experience. Responsibilities
Adapts to the individual social, emotional, and academic needs of the students. Respects and redirects scholars through preventative, proactive, and dignified classroom management techniques that reflect structure, equity, and consistency. Understands, believes, and can articulate how and why Special Education is a service and not a destination. Reinforces student activities and behavior as directed by the teacher in areas which might include academic tasks, social skills, or other instructional components of the program. Assists the teacher in the implementation of behavior management programs and with intervention of behavioral problems. Provides information to teacher regarding student performance. Identifies, locates, and uses materials appropriate for each student. Schedules space for specialized instructional programs and coordinates the arrangement of equipment, desks, tables, chairs, and activity areas. Assists and monitors the students in special training activities, including personal hygiene and other self-help skills. Observes students as directed by the teacher and records specific behaviors exhibited as outlined on each student's IEP. Records academic and social progress as required by the teacher. Assists the teacher in preparing, collecting, and adapting materials. Collects and uses equipment under the direction of the teacher. Maintains materials and equipment in good condition. Performs other routine duties as assigned by the principal. Participates as a member of a team, follows guidelines and instructions of teacher and school team. Paraprofessionals are not expected to perform duties in student homes. Roles of Paraprofessionals
Our instructional assistants are assigned to one of the following roles: Paraprofessional 1-on-1
Support for 1 child which includes spending your entire day with the student. For a student with behavioral needs: Assist with implementation of behavior intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.) Assist with communication under the guidance of the intervention specialist and/or speech language pathologist (i.e. use of augmentative communication, implementation of PECS, or a picture schedule, etc.) Physical assistance as needed. For students with physical disabilities: Scribe for written assignments Physical assistance for moving in and out of wheelchair or navigating building Physical assistance on and off transportation Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.) Physical assistance for eating, including obtaining lunches, assist with opening and set up, assist with feeding Paraprofessional Multiple Disabilities/Autism (MD/AU)
Student population: students typically serviced in a MD/AU classroom exhibit more severe cognitive disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention specialists in these classes utilize the Ohio Learning StandardsExtended for their classroom instruction. The students in these classes may exhibit several deficits which may include academic deficits, inability to retain information, needs related to adaptive behavior/self-care, behavioral needs, etc. There may be students who are non-verbal who will communicate with different forms of augmentative communication or assistive technology (i.e. GoTalk, iPad/iPod, visual scheduling, etc.) More one-on-one instruction is needed for students in these classes. The students also need to be monitored throughout their school day. Assist with implementation of behavioral intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.) Physical assistance on and off transportation Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.) Physical assistance for eating, including obtaining lunches, assist with opening and set up, assist with feeding Conduct small group activities that are planned by the Intervention Specialist Attend Encore classes with students to provide support Paraprofessional Medically Fragile (MEF)
Student population: Students typically serviced in an MEF classroom have medical needs that make it necessary for them to be in a building with a full-time nurse. In addition to this they present themselves with the most severe disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention Specialists in these classes utilize the Ohio Learning Standardsextended for their classroom instruction. Many students are nonverbal and have limited communication; some may communicate with eye-gaze, while others may have some form of assistive technology. A focus with some students may be on sensory stimulation. Most students in these classes are in wheelchairs and require a great deal of care. Physical assistance (including lifting) is needed for most of these students. Lifting and positioning of students as needed (based on doctor, therapist and/or IEP team determination) Understanding and use of assistive technology and devices Physical assistance on and off transportation Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.) Physical assistance for eating including obtaining lunches, assist with opening and set-up, assist with feeding Conduct small group activities that are planned by the Intervention Specialist Attend Encore classes with students to provide support Paraprofessional Emotional Disturbance (ED/IBI)
Student population: Students serviced in an ED setting are in that environment because of the need for more intensive behavioral support. Students can exhibit a range of behavioral needs including, but not limited to, use of vulgar language, refusal to follow directives, oppositional defiant behavior, physical aggression, etc. The students' cognitive levels of functioning spread across a wide range. Because of this, there may be students who have academic deficits, but there also may be students who receive some or all instruction within the regular education setting. More one-on-one behavioral support is needed for students in these classes. The students also need to be monitored throughout their school day. Assist with implementation of behavior intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.) Behavioral support may take up a large portion of your day. Provide support to students within the regular education classroom. Conduct small group activities that are planned by the Intervention Specialist. Attend Encore classes with students to provide support. Paraprofessional Special Education Preschool (PreK)
Student population: Children between the ages of 3 and 6, residing in Cleveland, who are identified for special education services are guaranteed a seat in preschool. A classroom may include students with a wide range of disabilities. There are three possible classroom configurations in which a preschool special education paraprofessional may be assigned. Half-day: up to 8 students in the a.m., up to 8 students in the p.m. 6/6: full day, up to six students with disabilities and up to six typical peers. Integrated PreK: 20 students with one Early Childhood teacher, one Intervention Specialist and one paraprofessional. The integrated classroom has 20 students total, 12 typical and 8 special needs. The para for preschool is also expected to assist with behavior plans and collect data under the direction of the teacher.