Hybrid Student Support Associate - Level II/III presso Linn-Mar Community School District

Position Title:              Student Support Associate – Health, Physical or Behavioral Support
 
Immediate Supervisor:           Building Principal or Designee
 
Job Summary/Goal:
To assist classroom teacher in helping students to increase their academic and social skills as well as prepare them for inclusive activities into general education classrooms.  Assist in maintaining a safe and orderly environment.  Assist in problem-reducing behavior in/on school facilities to reduce disruptions and off-task behavior within the classroom.  Under the guidance of the teacher, assist in facilitating all goals and objectives contained in students IEP including, but not limited to: 

• Provide physical assistance or to implement the health or behavioral provisions of the IEP or an associated Individual Health Plan or Behavior Intervention Plan
• To meet the developmental needs of school age children by implementing activities which encourage independence and responsibility. 
• To ensure that all work performed is completed to standard. 
• To demonstrate a positive attitude, loyalty, cooperation, teamwork, attendance and safety.

• Under the guidance of a principal, teacher or nurse, supervise and assist the students with:
  • Personal hygiene programming.
  • Protect the student’s health and safety through the administration of CPR, first aid, changing trach, catheters, use of medications, knowledge of the student’s reaction to medication; both over/under correct levels.

• Supervise and assist the students with:
  • Environmental mobility programming that is conducted within the community setting.
  • The adaptive physical education program special events, field trips, assemblies, tours, and concerts.
  • Assist with all student needs during the day including but not limited to: movement in and between classes, Art, Music, Physical Education, Physical Therapy, recess, restrooms, personal hygiene, and occupational therapy.
  • Carries out teacher directed activities to reach the student’s established goals on an individual basis or within a group.
  • Assist with the preparation of specialized teaching aids and materials as planned by the teacher.
  • Carries out the recommendations provided by consultants (e.g., occupational therapist, physical therapist, speech/language pathologist, autism consultant, behavior consultant, or other specialists).
  • Enforce rules and procedures for appropriate classroom behavior, to maintain and promote a fair, supportive, inclusive and positive learning environment.
  • Use appropriate reinforcement strategies such as prompting, modeling and shaping.
  • Provides modeling and guidance when implementing activities that integrate children with special needs.
  • Assist in maintaining a fair, supportive and inclusive learning and working environment for all students and employees regardless of their race, creed, color, religion, gender, age, national origin, marital status, sexual orientation, gender identity, disability or genetic information.
  • Provide student with feedback and reinforcement on the student’s performance consistent with the teacher’s behavior management plan.
  • Read and comprehend at the student’s grade level or above.
  • Develop working rapport with the student(s).
  • Assist the teacher in facilitating all goals and objectives contained in the students IEP.
  • Relate to and interact with student using positive reinforcement and effective communication.
  • Greet student(s) and parents as they arrive.
  • Help integrate the student(s) to become one of the class.
  • Confidentiality of all information and student records is mandatory.
  • Maintain a clean, sanitary, orderly and safe environment.
  • Ensures the health and safety of the student at the center, on the outdoor play areas and on field trips.
  • Record behavioral data, accident reports, etc.

• Exhibits an understanding of the District / School programs that exist in assigned learning environment.
• Works collaboratively with and plans, reviews and reports student needs, concerns and performance with assigned teacher / team.
• Assists student in completing classroom assignments and tasks reinforcing concepts presented by the teacher.
• Recognizes and facilitates appropriate environments for individual students and classmates in their work and behaviors.
• Implements effective behavior control strategies as directed by the teacher.
• Uses established communication systems with teachers through documentation and regular meetings for collaborative monitoring and discussion.
• Helps build student self-esteem and encourages caring and helping behaviors among students (PRIDE rules / Olweus).
• Performs teacher directed clerical duties and assists with school supervision duties.
• Demonstrates an understanding of and abides by District and school policies and procedures.
• Participates in ongoing professional development specific to student and classroom needs.
• Recognizes appropriate and inappropriate behaviors ensuring that students know expectations, policies and consequences and are responsible for his/her own behaviors.
• Effectively identifies and responds to problems as they arise.
• Attends and shares relevant information for IEP and team meetings and conferences as well as with other relevant support personnel and administration.
• Demonstrates regular and reliable attendance, promptness and dependability.
• Demonstrates self as an appropriate role model for students in the areas of dress, language and behavior.
• Plans and organizes work to efficiently meet schedules and deadlines
• Demonstrates effective communication skills with the school community including students, colleagues, families and administration.
• Promotes an atmosphere of respect for students and adults.
• Demonstrates ethical behavior.
• Positively contributes to school and district functions and activities.
• Uses universal health care precautions.
• Sustains a clean, healthy and safe learning environment.

• Willingly accepts, understands and follows directions and instructions.
• Ability to learn, understand and implement appropriate student behavior techniques and address inappropriate student behavior in a proactive way.
• Ability to respond to crisis intervention.
• Ability to exhibit an understanding of District / School programs that exist in assigned learning environment.
• Knowledge of Crisis Prevention Intervention techniques, or willingness to receive CPI training at first available offering.
• Demonstrate a cooperative and collaborative approach.
• Ability to make positive contributions to the instructional team.
• Effective interpersonal skills.
• Ability to work within and promote a fair, supportive and inclusive work and learning environment.
• Assist in the preparation, serving, and clean up of breakfast, lunch and snacks as needed.
• Demonstrate productive, appropriate and independent use of time.
• Communicate (verbal/written) effectively and professionally with the school community including students, colleagues, families and administration.
• Possess a genuine interest in helping students.
• Possess patience as to not get easily discouraged.
• Ability to help students become more self-sufficient and/or successful in classes.
• Ability to accept and complete assigned responsibilities in a timely and effective manner.
• Knowledge of and interest in a variety of educational areas such as music, arts, sports, and games.
• Leadership skills in directing student activities.
• Maintain professional growth, current Mandatory Reporting Training, First Aid, CPR certification as required by state and federal regulations.
• Assume duties and responsibilities as may be assigned by administration and/or teachers.

• High School diploma or equivalent.
• Experience working with students preferred but not required.
• Experience in school special education department or related experience preferred but not required.
• Experience working with behavior and learning challenged students.

 
Licensure or Certification:
American Heart or Red Cross Cardio-Pulmonary Resuscitation (CPR) certification for adult, child and infants including Automated External Defibrillator (AED) and barrier devices (preferred).
American Heart or Red Cross First Aid certification (preferred).
Crisis Prevention Intervention (CPI) training (preferred).
Annual Mandatory Reporting for Child/Dependent Adult Abuse.
 
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.)
Must be capable of standing *Constantly.
Must *Constantly present appropriate appearance and personal cleanliness suited to working in close proximity to school age children and adults.
Must be able to *Frequently work with interruptions during a work shift.
Must be capable of *Frequently working with co-workers with different personalities.
It may be necessary to lift up to 80 pounds to waist level (with assistance), lift up to 30 pounds to shoulder level, and lift up to 25 pounds above head level.
Must be capable of carrying a wheelchair, other mobility devices, equipment or supplies weighing up to 50 pounds for a distance of 20 feet.
Must be capable of carrying a wheelchair, other mobility devices, equipment or supplies weighing up to 50 pounds up 10 steps.
Must be capable of trunk rotation for up to 2 minutes at a time.
Must be capable of squatting for up to 2 minutes.
Must be capable of sitting at different levels including adult and child height chairs (12 inches), benches and the floor and up and down movements to attain those different levels.
Must be willing to come into contact with body fluids such as urine, blood and nasal secretions and contagious diseases such as flu and the common cold.
Must be capable of using cleaning and sanitizing chemicals with appropriate PPE’s.
Must be capable of working in broad range of temperatures, humidity and other winter and summer environments.
Must be capable of working in a noisy environment.
Must have physical dexterity in limbs and digits necessary to physically interact with children in a playground and classroom environment.
Is required to pass a pre-employment physical.
 
* - Denotes standard values established by the Department of Labor
 
NOTE:  Tasks that have physical demands that exceed the above stated limits should only be performed with sufficient manpower.
 
Work Environment:   (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 this environment is quiet to loud, depending upon the activity in the particular location and part of the day.  The environment has little or no air conditioning.  Some supervisory responsibilities may require the employee to work outside in all types of weather.