Position Type: Student Support Services/Teaching AssistantDate Posted: 7/17/2024Location: WISD Student ProgramsClosing Date: Until Filled
The WISD's Mission is to promote the continuous improvement of achievement for every student while providing high-quality service to our customers through leadership, innovation, and collaboration.
The WISD's Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.
SUMMARY: Assists teachers and other professional staff by performing a variety of duties designed to implement the instructional and behavioral support program for students. The TA-BA is able to perform evidence-based behavior intervention techniques and strategies for students as well as provide assistance to the Behavior Specialist/Board Certified Behavior Analyst with all data collection, assessment, skill acquisition, modeling for staff, and reporting.
ESSENTIAL DUTIES AND RESPONSIBILITIES: - Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
- Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
- Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities
- Supports WISD vision and mission to enhance achievement for all students.
- Demonstrates excellent customer service.
- Demonstrate operational knowledge of Internet and Web-related technologies
- Demonstrates skills and comfort using the latest instructional online tools and technology
- Supervises students in classes and/or in the community.
- Implements strategies for student independence.
- Integrates support services activities into the program's curriculum and the school day.
- Assists in implementing and monitoring IEP through group and individual instruction independently and through regular meetings and collaboration with professional staff.
- Assists in implementing FBA per Behavior Specialist/ BCBA direction.
- Assists with collecting accurate data per Behavior Specialist/ BCBA direction.
- Models' behavior strategies as directed by the per Behavior Specialist/ BCBA.
- Manages and instructs students on appropriate behavior, using positive behavior support strategies consistent with Board policy and the student's behavior plan.
- Monitor's health needs and implement specialized care programs under the direction of the behavior specialist.
- Assists in self-care, eating/feeding and dressing, as well as medical intervention if necessary.
- Assists in the pool during Aquatic Therapy sessions.
- Provides assistance to facilitate student needs, including implementation of ancillary designed service programs under the direction of professional staff.
- Participates in building and district level activities, staff meetings, student staff meetings, program meetings, in-service activities and other meetings as determined necessary for assigned students.
- Assists teachers, Behavior Specialist/BCBA, and support staff in preparing materials, housekeeping, keeping records and recording student progress in an objective manner.
- Provides assistance to the operation of the total school program.
- Supports a team-based approach to problem solving.
- Adheres to district and school rules and procedures.
- Conducts behavior to demonstrate collegiality and professionalism.
- Performs such other tasks as may from time to time be assigned by the supervisor.
- Regular predictable attendance.
- Attends Professional Development directly assigned to this position by the District on a yearly basis in order to remain at this specialized level.
- AND OTHER DUTIES AS ASSIGNED.
QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
- High School Diploma or equivalent required.
- Registered Behavior Technician prerequisite courses taken (40 hour)
- HS Diploma or equivalent required.
- Associates degree, 60 hours of college credits, WorkKeys, MTTC Basic Skills, or ETS preferred
- Experience working with students with disabilities preferred.
- Experience working as a team member to solve problems and develop and implement quality programming.
- Demonstrated ability to implement behavior intervention strategies with fidelity.
- Demonstrated ability to assist in interventions for students.
- Experience in the use of Non-Violent Crisis Intervention techniques and other behavior strategies (which will be used frequently in this program).
- Experience working in a virtual online instructional setting.
- Experience working with student behavior management required.
CERTIFICATES, LICENSES, REGISTRATIONS: - Registered Behavior Technician certificate of completion from the prerequisite course.
LANGUAGE SKILLS: - Ability to read, analyze and comprehend instructions, professional journals and correspondence.
- Ability to effectively present information and respond to questions from groups of educators, parents, students and the general public.
- Ability to express self clearly, both orally and in writing.
- Ability to read, analyze and interpret information.
- Ability to write clear, concise, objective notes regarding activities during the instructional day to third parties (families, outside agencies, others).
TECHNICAL SKILLS: - Ability to integrate technology into the everyday workflow if necessary.
- Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
- Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
- Ability to use online instructional tools and technology.
- Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
- Ability to follow data collection information to support functional behavioral assessment.
- Ability to accurately use district-wide electronic reporting systems for attendance, etc.
MATHEMATICAL SKILLS:
- Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY: - Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
- Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
- Ability to define problems, collect data, establish facts and draw valid conclusions.
- Ability to apply common sense understanding to carry out detailed written or oral instructions.
- Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
- Ability to use positive behavior support intervention techniques autonomously.
- Ability to make reasonable student focused decisions autonomously.
- Ability to implement various student plans simultaneously and report factually to the teacher.
INTERPERSONAL SKILLS: - Ability to build rapport with others and to serve diverse publics.
- Ability to take the initiative, work well with others as a collaborative team member and exhibit good communication skills.
- Ability to work creatively and skillfully with students.
- Ability to demonstrate initiative and understanding in working with students, staff and parents/guardians.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is regularly required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The position requires the individual to have the ability to manage the physical and emotional needs of students in a positive, student-centered manner.
ENVIRONMENTAL ADAPTABILITY: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
FUNCTIONS OF POSITION DESCRIPTION: This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment. The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
TERMS: Position subject to terms, conditions, and calendar of the Master Agreement between the District and Unit I AFT Local 3760. Starting salary ranging (dependent upon experience) from $33,247 - $38,746.
Washtenaw Intermediate School District is a drug-free workplace. The employee shall remain free of any alcohol or nonprescribed controlled substance in the workplace throughout his/her employment in the district. It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.