SpEd Autism Tutor
Location:EAC (Education and Administration Center)
Recruiting Start Date:04/15/2021
Estimated Start Date:08/09/2021Assists the autism specialist in developing and implementing curriculum. Provides behavioral interventions for children with autism throughout the district, preschool through age 21, and one-to-one training for new paraprofessionals. Independently gives ongoing support to staff, creates activities and materials, and communicates needs of children with autism to the autism specialist.
The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.
- Reports consistently for work as scheduled
- Performs other duties as assigned
- Attains proficient or higher evaluations on established Performance Standards
- One-on-one training of new paraprofessionals on: proactive behavior management; implementation of reward systems; modification of curriculum; principles of Applied Behavior Analysis (breaking tasks into small steps, appropriate techniques of prompting, and fading prompts); principles of inclusion; facilitating social interactions between students with autism and their typical peers; teaching social skills to students with autism; using a task analysis; use of individual student’s communication systems (Picture Exchange Communication System, Verbal Behavior Training, basic sign language); increasing student’s independence in the school environment; implementation of the student’s behavior plan; removal of disruptive, defiant students; data collection; recognizing incremental progress and determining next level of expectation for student
- Supports autism paraprofessionals districtwide through observation and gives suggestions to increase effectiveness when working with student
- Collects, maintains, and charts data for the purpose of assessment and monitoring behavior plans
- Performs direct observation of students in order to assist with functional behavior assessments of students with problem behaviors
- Provides ongoing support to case managers: develops curriculum and learning activities for individual students; purchases supplies and materials; makes and maintains materials as necessary; implements lesson plans for home-bound students; administers tests and returns assignments to teacher for grading
- Works individually with students.
- Implements individualized Applied Behavior Analysis programs with students (training provided)
- Implements individualized Verbal Behavior Training programs with students (training provided)
- Provides individual behavior support for students experiencing extreme behavioral difficulties in the school setting
- Intervenes when a child has a physical outburst
- Supervises during in-school suspensions using Nonviolent Crisis Intervention techniques
- Assists individual student’s performance and completion of academic tasks in various school settings
- Tutors home-bound students on a variety of academic subjects
- Assists in the development of data sheets
- Attends meetings with staff and parents when requested to report behavioral data and provides information on current programming
- Attends special trainings to keep current on new techniques and best practices for students with autism
- Provides training to paraprofessionals on autism spectrum disorders during professional learning days
- Assists autism specialist with large group trainings in- and out-of-district
- Works with confidential student information
- Provides initial first aid/emergency care
- Assists the student(s) with physical tasks such as putting on and taking off outerwear, moving from room to room, using the lavatory, etc.
- Assists with non-standardized testing of students
- Develops and implements games and teaching aids
- Assists students in finding materials and books in library
- Supervises students in the use of the various programs on the computer
- Accompanies students on field trips when needed
- Attends pre-job training, ongoing training, and meetings as required during the school year in order to remain up-to-date on job procedures
- Performs miscellaneous clerical duties and record keeping to assist the autism specialist
- Regularly communicates student progress, changes, problems, and staff needs to the autism specialist
- Wears a pager to be contacted when a situation occurs that requires immediate response
- Works with confidential special education student information
Knowledge, Skills, and Abilities:
- Ability to adapt to changing technologies and to learn functionality of new equipment and systems
- Ability to communicate effectively verbally and in writing
- Ability to create, access, input, retrieve, and manipulate information in various software systems
- Ability to establish and maintain accurate record keeping, document management, and filing systems
- Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
- Ability to follow oral and written instructions
- Ability to greet and interact with the public in a courteous and professional manner
- Ability to maintain confidentiality
- Ability to manage simultaneous demands and set clear priorities
- Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
- Ability to work independently without direct supervision
- Commitment to the education of students as a primary responsibility
- Communicates effectively with students and adults in a wide variety of settings
- Computer proficiency including office productivity applications
- Considerable knowledge of policies, procedures, and overall district functions
- Demonstrated ability to manage simultaneous demands and set clear priorities
- Demonstrated ability to work well with others in a team setting
- Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
- Demonstrates effective organizational and time management skills
- Energetic, creative, innovative, flexible
- Excellent cooperative, collaborative, and problem-solving skills
- Knowledge of office methods and procedures
- Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
- Promotes a positive climate, culture, and community
- Strong knowledge of autism spectrum disorders
- Strong organizational, interpersonal, written, listening, and verbal communication skills
- Student-centered and relationship-focused
- Understanding of data privacy laws and their implications for the educational community
- Willing to be trained to carry out delegated nursing practices
- Willingness to participate in ongoing training as required
Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.
- The noise level in the work environment may alternate among quiet, moderate, and loud.
- The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
- The incumbent is required to work scheduled school/work hours and/or days.
- The incumbent may be required to work extended school/work hours and/or days as directed.
- The incumbent operates primarily independently and frequently with others in a professional school environment indoors regularly and outdoors occasionally.
Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions
- Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
- Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
- Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
- Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.
- This position is very active and may require moving from one location to another in short amounts of time depending on the needs of students.
Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.
Scheduled Weekly Hours:37.5
Hours per Day:7.5 hour(s) per day
Number of Days per Year:182 days M-F
FLSA Status:United States of America (Non-Exempt)
How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:
- A current resume
Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting
Hiring Manager Email: