Hybrid Stamford High School: Long-term Substitute Special Education Paraeducator - Autism Spectrum Disorder (ASD) chez Stamford Public Schools

Stamford Public Schools · Stamford, États-Unis d'Amérique · Hybrid

2025-08-15 14:00:00.0

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Stamford High School: Long-term Substitute Special Education Paraeducator - Autism Spectrum Disorder (ASD)

JobID: 12926

Position Type:
Substitute/Long-Term Substitute Paraeducator

Date Posted:
8/14/2025

Location:
Stamford, CT

Date Available:
08/27/2025

  Additional Information: Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

ASD - Autism Spectrum Disorder
This program is specifically designed for students who have a diagnosis of Autism Spectrum Disorder. Students enrolled in this class have difficulties with behavior, social skills, and learning in a general education setting.  The ASD classrooms focus on delivering instruction while utilizing ABA methodology with BCBA supervision. Classrooms have at least one teacher and four paraeducators. Learning is occurring in small groups, with individual instruction as well. Data is taken to drive educational decision making.  Related services can include BCBA, speech therapy, social skills, occupational therapy, and physical therapy.

PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.

SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator

EXAMPLE OF DUTIES & RESPONSIBILITIES:

STUDENT SUPPORT DUTIES & RESPONSIBILITIES:

Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
Guide sensory diets, activity schedules and discreet trials.
Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
Participation in the documentation of school health based services.
Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
Assist with implementation of Health Care plans for students and other medical needs.
Alert the teacher(s) regarding any problem or special information related to an individual student.

GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:

Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
Participate in professional development training programs, as required.
Perform other related duties, as assigned.

KNOWLEDGE, SKILLS & ABILITIES:

Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
Effective communication and interpersonal skills.
Demonstrated ability to understand and follow oral and written instructions effectively.
Exhibited proficiency in basic reading, math, writing, and speaking English.
Possession or willingness to acquire the skills necessary to work productively with children.
Appropriate reading, spelling, writing, and math skills to support student.
Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
Exhibited good judgment, patience, tact, and courtesy.
Demonstrated use and maintenance of ethical practices for confidential communication about students.
Ability to establish and maintain cooperative and effective working relationships.

MINIMUM QUALIFICATIONS:

Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students. Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
Experience/training in working with children preferred.
Comfort with use of standard computer applications.
Such additions and alternatives to the above qualifications as may be appropriate and acceptable.

WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations.
Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors.
Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. 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 sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
The employee is frequently required to reach with hands and arms.
The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team.
Ability to lift and carry a minimum of 40 pounds
Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual.
Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
Hear and speak to exchange information in person and on the telephone.
Ability to observe, listen and speak to students.

Compensation:
$107.00 per day.

Application Procedures:
Online application is required.

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Hybrid Stamford High School: Long-term Substitute Special Education Paraeducator - Autism Spectrum Disorder (ASD) chez Stamford Public Schools

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Hybrid Stamford High School: Long-term Substitute Special Education Paraeducator - Autism Spectrum Disorder (ASD) chez Stamford Public Schools

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Sr. Product Marketing Manager

Project Manager 5, CB CX

Technical Project Manager 3, Project Management

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