Special Education Aide

Special Education Aide for the Emotional Disability Program Cameron Middle School

To assist students with disabilities, under the direction of a certified teacher, in a substantially separate program for students with Emotional Disabilities.

The district's therapeutic programs for students with emotional and behavioral disorders are for students who have an emotional disability and require a substantially separate setting with specialized staff, a low staff-to-student ratio, and implicit instruction on anger management, conflict resolution, relaxation techniques, social skills, peer mediation, peer pressure, resiliency, and self-advocacy. Additional expertise of a Behavior Specialist and a Social Worker adds to the wrap-around support that the program provides the students and families. Many students participate and excel in attending general education classrooms with support from program staff.

A $1,500 stipend is available to any paraprofessional who works in an Autism classroom, multi-disabilities classroom, or is on a changing team for a student with toileting needs.

Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community's rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.

Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.

A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.

Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.

Associate (or higher) degree, or at least two years of post-secondary education that is equivalent to at least 48 credit hours from an accredited higher education institution (otherwise must pass the Parapro Test).

Some experience working with children, especially students with disabilities in the areas of Autism, Developmental Delays, Multiple Disabilities, Learning Disabilities, and Emotional Disabilities, is preferred. Additional specialized training in child development, education, or a related field is desirable.

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

• Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from students, staff, parents, and community members.
• Ability to read, analyze, and interpret professional literature, technical procedures, and governmental regulations.
• Sound reasoning and problem-solving skills to evaluate information, define problems, collect data, establish facts, draw valid conclusions, and recommend appropriate courses of action.
• Capacity to use professional literature, evidence-based research, and ongoing professional learning to inform instructional and practice decisions.
• Ability to establish and maintain positive, effective working relationships with students, families, colleagues, and the community.
• Strong organizational and time-management skills to work independently, prioritize tasks, and manage multiple projects.
• Commitment to performing all duties in compliance with district requirements, state and federal laws, and Framingham Public Schools policies.
• Demonstrated cultural proficiency and competence in working with students and families from diverse backgrounds.
• Ability to maintain confidentiality of sensitive information and student records.
• Professionalism and composure in responding to unpredictable or challenging situations.
• Proficiency in using technology and willingness to learn new tools; ability to operate a computer and utilize software, including Google Workspace for Education.
• Willingness to plan, coordinate, and participate in ongoing professional learning, coaching, and staff development.
• Experience in evaluating student skills, interpreting assessment data, and writing clear, concise reports.
• Strong collaborative, instructional, coaching, and leadership skills to support student programming.
• Ability to use data effectively to inform instructional decisions and improve student outcomes.
• Knowledge of specialized content areas, relevant laws, and educational procedures.
• Ability to plan and implement lessons that align with district and school goals.
• Proficiency in integrating instructional technology to enhance teaching and learning.
• A proactive, reflective, and solution-focused approach to supporting student growth and success.

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.

• Assist in the instruction and supervision of students, supporting students academically, socially, and behaviorally in the inclusion, small group, individual, or separate sub-setting with direction from the classroom teacher and/or special education teacher, service provider, or administrator.
• Support students with special needs by following the provisions specified in their Individual Education Program (IEP).
• Assist students with test taking in administering standardized and non-standardized tests/curriculum-based measures, and other assessments.
• Provide support that may include physical management, such as crisis management, taking action, or assisting educators, the school crisis team, and/or administrators in restraining students who are at risk of harming themselves or others by following school/district-approved restraint procedures to ensure the safety of students and others (training provided).
• Attend training and maintain certification in de-escalation and physical management techniques.
• Collect data for individual students and report concerns and/or progress information for each student.
• Escort and supervise students to and from various school facilities and areas.
• Take the initiative to work collaboratively with special education, general education, teachers, and related service staff.
• Assist in establishing a positive learning environment and respond to the individual needs of students.
• Assist students with everyday tasks such as eating, mobility, communication, dressing, and toileting, including diapering.
• Promote independence for students with disabilities.
• Safeguard confidential information to ensure compliance with the Family Educational Rights and Privacy Act (FERPA) and the Health Information Portability and Accountability Act (HIPAA).
• Responsible for other general duties as indicated by the teacher, principal, supervisors/directors, directives of the Superintendent of Schools or their designee, and policies of the Framingham School Committee.

Other duties as assigned.

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.

• Must be required to move about and traverse throughout the school building.
• Must often remain in a stationary position for considerable periods of time.
• It is occasionally required to reach with hands and arms, and sit, stoop, kneel, crouch, or crawl.
• Is expected to lift at least 20 lbs (i.e., books, school supplies, etc.).
• Must frequently use hands to finger, handle, or feel, and use hand strength to grasp tools.
• Must be able to assist students who have physical difficulties.
• Must operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer).
• Must be able to input information into a computer and read material from a computer monitor as well as handwritten or printed matter with or without visual aids.
• Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone.
• In the classroom, one must be able to see and hear continuously to ensure student safety and to speak frequently to provide instruction.
• May be required to move quickly across even or uneven surfaces.
• Must interact with students, parents, and other staff members and meet multiple demands.
• While most of the workday is spent inside, students must spend time outdoors for recess, fire drills, and special