Student Support Associate

Position Title Student Support Associate Immediate Supervisor Building Principal or Designee Job Summary / Goal To assist classroom teacher in helping students increase their academic and social skills and prepare them for inclusive activities in general education classrooms. To assist in maintaining a safe and orderly environment and in reducing behavior disruptions and off‑task behavior in school facilities. Under the teacher’s guidance, assist in facilitating all goals and objectives contained in students’ IEPs, including functional academic programming developed by the teacher, providing support through small‑group instruction, one‑on‑one tutoring, and assignment completion. To meet the developmental needs of school‑age students by implementing activities that encourage independence and responsibility, and to exemplify outstanding child‑care performance standards. To demonstrate a positive attitude, loyalty, cooperation, teamwork, attendance, and safety. Essential Duties and Responsibilities Works with programs or students assigned an educational assistant due to conditions that diminish capacities, such as blindness, hearing loss, cerebral palsy, spinal bifida, limited fine‑motor skills, reduced mental abilities, wheelchair confinement, learning disabilities, and behavioral disorders. Assists students who need help meeting their own needs, performing a variety of tasks as required. Under the guidance of a principal, teacher, or nurse, supervises and assists students with: Personal hygiene programming. Health and safety protection through CPR, first aid, trach/catheter changes, medication administration, and monitoring medication reactions for correct dosage. Supervises and assists students with: Environmental mobility programming in community settings. Adaptive physical‑education program special events, field trips, assemblies, tours, and concerts. Assists with all student needs during the day, including movement in and between classes, art, music, physical education, physical therapy, recess, restrooms, personal hygiene, and occupational therapy. Carrying out teacher‑directed activities to reach students’ established goals individually or in groups. Preparing specialized teaching aids and materials as planned by the teacher. Implementing recommendations from consultants such as occupational therapists, physiotherapists, speech/language pathologists, etc. Enforcing classroom behavior rules and procedures to maintain a fair, supportive, inclusive, and positive learning environment. Using appropriate reinforcement strategies like prompting, modeling, and shaping. Providing modeling and guidance when implementing activities that integrate children with special needs. Promoting a fair, supportive, inclusive environment for all students and employees regardless of race, creed, color, religion, gender, age, national origin, marital status, sexual orientation, gender identity, disability or genetic information. Giving students feedback and reinforcement consistent with the teacher’s behavior‑management plan. Reading and comprehending at the student's grade level or above. Developing working rapport with students. Facilitating all IEP goals and objectives. Using positive reinforcement and effective communication with students. Greeting students and parents upon arrival. Assisting students to integrate into the class. Maintaining student confidentiality. Keeping the environment clean, sanitary, orderly, and safe. Ensuring the health and safety of students on the playground, outdoor play areas, and field trips. Recording behavioral data, accident reports, and other documentation. Demonstrating knowledge of district and school programs relevant to the learning environment. Collaborating with teachers and teams to review student needs, concerns, and performance. Assisting students in completing classroom assignments and reinforcing concepts taught by the teacher. Facilitating appropriate environments for individual students and classmates. Implementing effective behavior‑control strategies as directed by the teacher. Communicating with teachers through documentation and regular meetings for collaborative monitoring and discussion. Building student self‑esteem and encouraging caring behaviors (e.g., PRIDE rules, Olweus). Performing teacher‑directed clerical duties and assisting with school supervision. Understanding and abiding by district and school policies and procedures. Participating in ongoing professional development specific to student and classroom needs. Recognizing appropriate and inappropriate behaviors so that students know expectations, policies, and consequences and are responsible for their own behaviors. Identifying and responding to problems promptly. Attending IEP and team meetings and conferences and sharing relevant information. Demonstrating regular, reliable attendance, promptness, and dependability. Serving as a role model for students in dress, language, and behavior. Planning and organizing work efficiently to meet schedules and deadlines. Communicating effectively with the school community, including students, colleagues, families, and administration. Promoting an atmosphere of respect for students and adults. Demonstrating ethical behavior. Contributing positively to school and district functions and activities. Using universal health‑care precautions and maintaining a healthy environment. Knowledge, Skills, and Abilities Willingly accepts, understands, and follows directions and instructions. Recognizes inappropriate student behavior proactively. Responds effectively to crisis intervention. Understands district and school programs within the learning environment. Knows Crisis Prevention Intervention techniques or is willing to receive CPI training. Creates a cooperative and collaborative approach. Contributes positively to the instructional team. Possesses effective interpersonal skills. Promotes a fair, supportive, inclusive work and learning environment. Assists in the preparation, serving, and clean up of breakfast, lunch, and snacks. Uses time productively and independently. Communicates verbally and in writing professionally with students, colleagues, families, and administration. Has a genuine interest in helping students. Maintains patience and does not give up easily. Helps students become more self‑sufficient and/or successful in classes. Completes assigned responsibilities promptly and effectively. Has interest in education areas such as music, arts, sports, and games. Demonstrates leadership skills in directing student activities. Maintains professional growth, mandatory reporting training, first aid, CPR certification as required by state and federal regulations. Assumes duties assigned by administration and teachers. Professional Standards Quality of Work – Supports a learning environment by participating in instructional opportunities; encourages appropriate standards of behavior, positive interaction, active engagement in learning, and self‑motivation. Quantity of Work – Works at a high level of productivity and carries a fair share of workload; seeks additional tasks. Knowledge of Job – Understands professional strategies, techniques, and materials within the district; clearly reflects job responsibilities and exhibits continuous improvement. Creativity/Problem‑Solving – Generates new ideas and suggests innovative approaches to necessary tasks. Interpersonal Skills – Works collaboratively, courteously, politely, pleasantly, and promotes a positive image in interactions with the school community. Dependability – Reliable, punctual, consistent attendance; completes work accurately and timely, stable during crisis or emergency, and works independently. Professional Appearance – Dress is acceptable, presents as clean, well‑groomed, and professional. Organizational Skills – Prioritizes work effectively and enhances productivity. Technical Skills – Proficient in required computer applications. Written/Verbal Communication – Conveys information accurately and clearly. Managing Change/Adaptability – Understands and supports organizational changes. Professional Approach – Positive and helpful with all members of the school community; displays loyalty and willingness to follow administrative or teacher requirements. Flexibility – Open to new structures, procedures, and technology; willing to adjust preferred methods. Safety – Knows and follows health, safety, and emergency procedures. Supervisory Responsibilities If required, supervise the individual special‑needs student(s) as well as other students throughout the building and playground. Minimum Education and Experience High School diploma or equivalent. Experience working with students (preferred but not required). Experience in a school special‑education department or related area (preferred but not required). Experience working with behavior and learning‑challenged students. Licensure or Certification CPR certification for adults, children, and infants, including AED and barrier device proficiency (preferred). First Aid certification (preferred). CPI training (preferred). Annual mandatory reporting for child/dependent adult abuse. Physical Demands Capable of standing constantly. Maintain appropriate appearance and personal cleanliness suitable for close proximity to school‑age children and adults. Frequently work with interruptions during a shift. Capable of working with coworkers of different personalities. Lifting up to 80 pounds to waist level (with assistance), up to 30 pounds to shoulder level, and up to 25 pounds above head level. Carry a wheelchair, mobility devices, or supplies weighing up to 50 pounds for 20 feet or 10 steps. Perform trunk rotation for up to 2 minutes at a time and squat for up to 2 minutes. Work at different seating heights (12 inches for adults and child chairs). Contact body fluids such as urine, blood, nasal secretions, and contagious diseases. Use cleaning and sanitizing chemicals with appropriate PPE. Operate in a range of temperatures, humidity, and noisy environments. Have physical dexterity necessary for interacting with children in playground and classroom settings. Pass a pre‑employment physical. Denotes standard values established by the Department of Labor. Note: Tasks that have physical demands exceeding the above limits should only be performed with sufficient manpower. Work Environment The noise level ranges from quiet to loud depending on activity and time of day. Facilities often lack air conditioning. Supervisory duties may require working outside in all weather types. #J-18808-Ljbffr