Plays a crucial role in supporting students with Individualized Education Plans (IEPs). Provide personal care assistance to a student determined to need such services under Chapter 14, Special Education Guidelines, or Chapter 15, Protected Handicapped Student Guidelines. The identified needs require special assistance/services during the school day so that the student may benefit from the educational program. The starting hourly rate for this position is $15.46/hour. Actual hourly rate upon hire will be based on knowledge and years of experience.
Graduation from high school or the equivalent.
Current certification and training in CPR/AED & First aid within 60 days of hire
Ability to relate positively with staff, students, parents.
Experience with student(s) preferred.
Willingness to learn accommodations/skills should the need arise.
Ability to work cooperatively with others.
Maturity and the ability to deal effectively with students and staff.
Demonstrates sensitivity to the needs of students of varying age levels, diverse cultures, and socio-economic backgrounds.
Self-motivated with the ability to work independently within the limits of assigned responsibilities.
Understands the importance of and can practice confidentiality.
Demonstrates knowledge of basic academic skills (reading, math, writing, spelling, and appropriate language usage).
Adheres to specific rules and regulations as they apply to the discipline procedures of the building.
Receipt of current, favorable clearances including: Pennsylvania State Criminal History (Act 34), Federal Criminal History (FBI – Fingerprinting - Act 114), Pennsylvania Child Abuse (Act 151), and Sexual Misconduct and Abuse Disclosures (Act 168).
Reports to Building Principal / Assistant Principal, Special Education Supervisor, and the Director of Pupil Services.
Completed by the Special Education Supervisor.
Personal Care and Assisting with Instruction:
Primary responsibility is to assist the student identified under special education or protected handicapped guidelines and assigned to a special or general education class to participate in the least restrictive environment.
Assistance may include, but is not limited to restating teacher directions where appropriate, reviewing and/or restating discussions to ensure student(s) adequately followed what is occurring in the classroom, helping students during classroom activities, ensuring they can access and participate in materials including adapting to meet individual needs if needed, assisting student(s) with ambulation (i.e., crutches, wheelchair, etc.), assisting student(s) with personal care task as needed such as but not limited to feeding, toileting, clothing fastening, and unfastening, and other daily activities, maintaining a supportive and respectful environment for students, assisting the teacher or student in arranging environment to best meet the student’s needs, accompany the student(s) in crowded areas in order to ensure that appropriate distance is kept between the student and others so as to alleviate potential problems.
Collaboration with Teachers:
Work closely with classroom teachers to understand and address the unique learning needs of each student. Provide feedback on student progress and challenges.
Cooperate with the classroom teacher(s) regarding the daily routines and structure.
Supporting Individualized Education Plans (IEPs): Collaborate with teachers and special education staff to implement and support the goals outlined in students' IEPs.
Assistive Technology:
Familiarity with and assistance in the use of assistive technology tools that support students with special needs in accessing educational materials.
Assist the student in using assistive technology, as appropriate:
Maintain assistive device
Report needed repairs to the classroom teacher
Assist the student in managing and maintaining the environment to meet any special physical needs.
Inclusion Support:
Facilitate the inclusion of students with special needs in general education classrooms.
Provide additional support to ensure successful participation and integration.
Behavioral Support:
Implement behavior management strategies outlined in students' IEPs.
Foster a positive and inclusive classroom environment that encourages appropriate behavior.
Record Keeping:
Keep accurate records of student progress, behavior, and any interventions implemented.
Document observations and communicate relevant information to the teaching team.
Safety and Supervision:
Ensure the safety and well-being of students.
Supervise students during various activities, including transitions between classes and outdoor activities.
Proactively monitor student to prevent / reduce elopement.
Flexible Support: Be flexible and adaptable in providing support based on the changing needs of students and the classroom environment.
Professional Development:
Stay informed about best practices in special education and participate in professional development opportunities to enhance skills and knowledge.
Maintain Highly Qualified status, including 20 hours of professional development annually, as determined by Pennsylvania regulations for para-professionals working with students with and IEP.
Attend specially designed training sessions, in-service, or workshops as requested by the supervisor.
Participate in regular staff meetings, if appropriate.
When the student is not in need of direct services during the working school day, the Personal Care Assistant will serve as an aide to the classroom teacher.
Perform other such duties as assigned by the teacher, principal, Special Education Supervisor, and/or Director of Pupil Services.
Physical Demands
Occasional driving to school district offices, classrooms, regional offices
Frequent walking throughout various buildings, including climbing up and down stairs
Often sitting at desk for extended periods
Standing for limited periods of time
Moderate lifting up to 50 pounds unassisted and has potential to involve heavier lifting with additional assistance
Some carrying – up to 30 pounds
Manual dexterity to use office equipment
Repetitive movement of fingers and hands for keyboarding
Sensory Abilities
Visual acuity to read correspondences, computer screen
Auditory acuity to be able to use telephones
Ability to speak clearly and distinctly
Work Environment
Generally, classroom/office setting
Temperament
Ability to work as a member of a team
Must be courteous and able to effectively communicate with students and staff
Must be cooperative, congenial and service-oriented, and promote these qualities in the department
Ability to work in an environment with frequent interruptions
Cognitive Ability
Ability to follow written and verbal directions
Ability to complete assigned tasks with minimal supervision
Ability to read, write and do complex computations
Ability to use correct grammar, sentence structure and spelling
Ability to compose clear, concise sentences and paragraphs
Ability to organize classroom setting to efficiently accomplish tasks
Ability to work independently, exercise appropriate initiative, and make work-related decisions
Ability to exercise good judgment in prioritizing tasks and work efficiently on those tasks
Ability to communicate effectively at all organizational levels
Note: All abilities above must be at a professional level, as expected from the required educational level of the job and the previous experience required.
Specific Skills
Ability to operate office equipment
Ability to use computer technology efficiently and learn new technology implemented by the District
Must recognize and appropriately handle confidential information
Ability to perform tasks as assigned
Comments
Position holder must have a friendly, helpful, caring personality
The position specifications described here are the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The information contained in this job description is for compliance with the Americans with Disabilities Act. (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.
