AMVETS Jobs

*Work Calendar: *Hourly

*FTE: *0.7375 (29.5 Hours per Week)

*Contract Status: *Non-Contract

*FLSA Status: *Non- Exempt

*Reports To: *Administrative Designee

* *

*Starting Wage: *$16.50 hourly

Salary Schedule/Lane: 86/J

*Benefits: *Not Eligible

Anticipated Start Date: As soon as possible

Priority Screen Date: Open Until Filled

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Multiple Position Open Until Closed at Different Schools

JOB SUMMARY

The Student Support Assistant -- Special Education provides assistance to the Special Education Teachers with supervision and programming of Special Education students with IEP goals and objectives related to self-sufficiency, including (1) minimal independence, (2) physical mobility, and (3) areas necessary for community living and for stable relationships with peers and adults; and performing clerical tasks and implementing health related procedures for medically fragile students, in support of the instructional process. This might include toileting, feeding, and dressing students.

MINIMUM REQUIRED QUALIFICATIONS

*All positions require selected candidates to be fingerprinted and successfully pass a criminal background check. *

Additional minimum required qualifications for this position are:

1. High school or equivalent.
2. Knowledgeable of age-appropriate activities; and stages of child development; classroom management techniques; and development of effective lesson plans.
3. Ability to administer first aid; apply assessment instruments; prepare and maintain accurate records.
4. Ability to lead small groups; learn through play; communicate orally and in writing; and adhere to safety practices.
5. Ability to perform basic math, including calculations using fractions, percentages, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others.
6. Ability to schedule activities and/or meetings; gather, collate, and/or classify data; and use basic, job related equipment.
7. Flexibility to work with others in a variety of circumstances; work with data utilizing defined but different processes; and operate physical education equipment and playground activities using standardized methods.
8. Ability to work with a wide diversity of individuals; work with a variety of data; and utilize job-related equipment.
9. Ability to identify issues and create action plans for the purpose of problem solving, understanding of IEP; concepts for Special Education learning.
10. Ability to independently interpret guidelines; communicate with diverse groups; maintain confidentiality; set priorities; work as part of a team; work with frequent interruptions; adapt to changing work priorities; being attentive to detail.
11. Ability to work under direct supervision using standardized procedures; providing information and/or advising others; operating within a defined budget.
12. Ability to utilize resources from other work units to meet goals and objectives.

PREFERRED QUALIFICATIONS

These are examples of skills and experience that the best qualified candidates may have.  Not having one or all of them does not disqualify any candidate from consideration.

1. Experience working with st udents or children.
2. Experience in a K-12 education or public employment environment.
3. Spanish or other language proficiency, including ability to read, write, speak, and understand.

ESSENTIAL FUNCTIONS & RESPONSIBILITIES

1. Assist special education students working on objectives related to gaining minimal independence (e.g. toileting, diapering, feeding, catheterizations, urinals, preparing special dietary foods, etc.) to provide appropriate care and/or develop student's daily living activities and behavior l skills.
2. Collect student data under supervision (e.g. examples of desired/undesired behaviors, students' skills regarding behavioral skills, daily living skills and skills for community living, etc.) to monitor student's progress on their IEP goals.
3. Implement, under supervision, student programs related to student IEP goals and objectives to improve the student's physical mobility.
4. Implement, under supervision, student programs for student self-care related to student IEP goals and objectives (e.g. muscular control, toileting, feeding and eating, dressing, etc.) to help a student gain minimal independence.
5. Implement, under supervision, specialized health care procedures and assistance to medically fragile children (e.g. suctioning of tracheotomy, blood glucose testing, colostomy care, respiratory assistance, etc.).
6. Implement, under supervision, student behavioral programs related to student IEP goals and objectives (e.g. personal hygiene; impulse control; basic communication; stable relationships as shown by interaction with peers and adults, etc.) to improve students' life skills necessary for community living.
7. Monitor individual and/or small groups of special education students (e.g. field trips, classroom, bus, playground, lunch room, etc.) to ensure a safe and positive learning environment.
8. Move students for the purpose of repositioning them and/or transferring them to/from wheelchairs, walkers, lifts, etc.
9. Perform record keeping and clerical functions (e.g. displays, bulletin board, copying, instructional materials, crafts, collecting & grading papers, etc.) to support the teacher in preparing records and classroom materials and displays.
10. Prepare written and/or audio-visual materials (e.g. daily log, recording observations, lesson materials, etc.) to convey information to and about the students.
11. Responds to inquiries from staff (e.g. administrators, Special Education Teacher, Psychologist, Classroom Teachers, etc.).
12. Communicate effectively with diverse individuals and groups of people while maintaining confidentiality and building positive working relationships with employees and stakeholders.
13. Participate in meetings, workshops, seminars, as assigned for the purpose of conveying and/or or gathering information required to perform functions.
14. Work under limited supervision, utilizing time-management and prioritization strategies, accurately processing detailed information and meeting deadlines. 
15. Support a team environment by collaborating with own and other work units to effectively perform the duties of the position.
16. Adapt to changing work priorities and work with frequent interruptions, as required.
17. Speak, read, write, analyze, understand, and follow written and verbal communication in English including grammar and punctuation; listen to, and understand information and ideas presented verbally or in writing.
18. Maintain regular and predictable attendance to fulfill job requirements efficiently and effectively.
19. As needed, roll, push, pull, bend, reach, stoop, and lift up to 30 pounds.

20. Other duties as assigned.

     

EMPLOYEE SUPERVISORY RESPONSIBILITIES:       No

WORK ENV IRONMENT & PHYSICAL DEMANDS

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 30% sitting, 30% walking, and 40% standing. This job is performed in a generally clean and healthy environment. The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities. 

To request reasonable accommodation, contact us at Human Resource Services - Salt Lake City School District (slcscho