What are the responsibilities and job description for the Full Time Paraprofessional - LINK WCMS position at Greater Cincinnati School Application Consortium?
Full time parparofessional, 7 hr/day 188 day work calendar
West Clermont Middle School
Eligible for benefits.
All Paraprofessionals must have or obtain an educational aide permit with ESEA Endorsment.
LINK
Program Overview: A program to support students who have significant difficulties in the areas of verbal/nonverbal communication, social interaction skills, adjusting to environmental changes/changes in routines, transitions between activities, behavioral challenges and challenges with the general curriculum (including social and emotional development). These students may be working on skills such as initiating/ responding to others, understanding emotions and facial expressions, making eye contact, and sharing interest in activities. These students often have unusual responses to sensory experiences, highly restricted areas of interest and engage in repetitive activities/stereotyped movements. This program focuses on strengthening functional communication, social interaction, flexibility to changes, and using sensory strategies to self-regulate. Students may still participate in the general education setting for parts of the day when appropriate, as determined by the IEP team.
Program Features: Students are supported by program staff with ongoing professional development in positive behavior principles, methods of structured teaching, functional communication, sensory needs/supports, and crisis prevention/intervention. Students have access to a highly structured environment with increased visual support, consistent schedules and routines, and support to transition through daily activities. Services are provided using a team approach.
West Clermont Middle School
Eligible for benefits.
All Paraprofessionals must have or obtain an educational aide permit with ESEA Endorsment.
LINK
Program Overview: A program to support students who have significant difficulties in the areas of verbal/nonverbal communication, social interaction skills, adjusting to environmental changes/changes in routines, transitions between activities, behavioral challenges and challenges with the general curriculum (including social and emotional development). These students may be working on skills such as initiating/ responding to others, understanding emotions and facial expressions, making eye contact, and sharing interest in activities. These students often have unusual responses to sensory experiences, highly restricted areas of interest and engage in repetitive activities/stereotyped movements. This program focuses on strengthening functional communication, social interaction, flexibility to changes, and using sensory strategies to self-regulate. Students may still participate in the general education setting for parts of the day when appropriate, as determined by the IEP team.
Program Features: Students are supported by program staff with ongoing professional development in positive behavior principles, methods of structured teaching, functional communication, sensory needs/supports, and crisis prevention/intervention. Students have access to a highly structured environment with increased visual support, consistent schedules and routines, and support to transition through daily activities. Services are provided using a team approach.