Special Education Teaching Assistant: Autism Base – Agnor Elementary School – 2024-25 School Year

Special Education Teaching Assistant: Autism Base

Agnor Elementary School

2024-25 School Year 

Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences, becoming lifelong contributors and leaders in our dynamic and diverse society? Then look no further! 

In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children’s success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! 

We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all.

ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more! Be sure to check out our website to learn more about our Division and our Schools.

GENERAL DEFINITION OF WORK:

The Autism Assistant provides support to the instructional program with specific responsibility for assisting in the supervision, care and instruction of students with Autism; assisting in implementing plans for instruction; monitoring student behavior; documenting activities and progress; and supporting students’ IEP goals. The Autism Assistant will provide extended classroom support and follow up for students who receive special services; will monitor and model evidence/research based behavior intervention strategies based on recommendations by the special education teacher and/or Autism Specialists; help with data collection and analysis; communicate with special education teacher and/or behavior specialist regarding further needs; ensure that behavior interventions will be practiced with fidelity. The Autism Assistant will be a resource for equitable opportunities for students with Autism who display challenging behaviors and will work to maintain the interventions with existing supports in the school and will streamline the shift of responsibility to the school staff. All work is performed under the direction and supervision of the classroom teacher and Autism Specialists, however, the aide may independently carry out particular aspects of the instructional program which include activities outside of the normal school facility.

ESSENTIAL FUNCTIONS:

• Develops and maintains pleasant and orderly classroom environment (e.g., maintain instructional materials, design bulletin boards, assist special education teacher and/or students in clean-up activities, etc.);
• Assists students in completion of learning tasks assigned by classroom teachers;
• Lead and/or facilitate teaching of individuals in 1:1, small group, or whole class instruction;
• Carries out instructional plans as designated by the classroom teacher and if appropriate the student’s Individual Educational Plan (IEP);
• Assist individual students as necessary to follow routines, follow directions, follow an individual schedule, and/or complete tasks;
• Assist in the development and implementation of individual student schedules;
• Assist in the preparation and delivery of the sensory program and sensory activities;
• Assist in the development and implementation of motor group activities;
• Assist in the development and implementation of discrete trial drills;
• Create alternative activities for independent work based on teacher directed activities;
• Assist with the development and implementation of student behavior plans;
• Assist in coordination of school and home supports and work tasks;
• Assist with data collection and facilitating accommodations as required by the classroom teacher or supervisor;
• Communicate effectively with special education teacher information to help facilitate the IEP goals of the students;
• Demonstrate cooperation, openness for growth and willingness to contribute to a team approach to the educational program;
• Under supervision of classroom teacher and/or building principal, assists in maintenance of students’ records;
• Monitor student’s attendance, behavioral and suspension data;
• Performs such clerical duties as typing, filing, and duplicating at direction of classroom teacher;
• Provide direct support to staff by introducing and modeling research/evidence based interventions;
• Provide direct support to students by teaching and modeling research/evidence based interventions and curriculum;
• Coordinate with Behavior Specialists and school staff to implement behavior curriculum;
• Provide transition plans and support for students moving from one educational setting to another;
• Coordinate with Behavior Specialists and school staff to develop effective intervention plans;
• Coordinate with Autism Specialists and school staff to develop crisis/safety plans;
• Provide interventions to enable students to remain in school and/or help stabilize;
• Supervises students in lunchroom or during lunch period;
• Supervises students during free time and other non-instructional periods as directed by classroom teacher;
• Autism Assistant will maintain a notebook that will be monitored by the special education teacher and Autism Specialists. It will contain the following: Weekly behavior logs to include observations and collected data; Behavior Intervention Plans (BIP’s) with progress notes; Social Skills lesson plans, including social stories; Incident reports and office referrals; Log of communication with school staff, family, and outside agencies;
• Performs other duties as assigned by classroom teacher or principal.

KNOWLEDGE, SKILLS AND ABILITIES:

Ability to develop and maintain an empathetic attitude toward disabled students; willing to learn specialized instructional/management techniques employed with students with Autism; ability to communicate and develop effective working relationships with students, parents, and staff; must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR certification.

EDUCATION AND EXPERIENCE:

High school diploma or more education. Possession of an equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position.

PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS:

Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance to parent conferences, building-level meetings and division wide meetings and training activities beyond normal assigned hours is necessary. Daily personal close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents and medical professional may be required. Contacts with community and division-level staff may require considerable tact and diplomacy. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Job responsibilities include both inside and outside duties. Flexibility and patience are required. Must be self-motivated and able to complete job assignment. After hour work may be required. Must be able to work under stressful conditions. Knowledge of universal hygiene precautions. May be subject to physical and emotional outbursts by students, including such behaviors as hitting, kicking, spitting, scratching and biting. Dexterity of hands and fingers assist/restrain students and to operate specialized equipment or office equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling or crouching to assist students. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Reaching overhead, above the shoulders and horizontally. Lifting or moving children from wheelchair to tables or desks.

EVALUATION:

Performance will be evaluated on the ability and effectiveness in carrying out the above

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