Highlands Elementary School seeks an instructional paraprofessional work in their LINKS Kindergarten program.  The LINKS Program is designed to meet the academic, social and behavioral special needs of students requiring ABA support to acquire skills or access the general curriculum. Students in this program often carry a diagnosis of autism and generally function in the mild to moderate range of the disability. The degree and scope of the expressive and receptive language development of students in this program may vary widely. Social and behavioral growth may be in need of substantial support. The primary goals of the program are to facilitate the cognitive, academic, activities of daily living skills, social and emotional growth of each student, to develop receptive and expressive language skills, and to provide mainstreaming opportunities with nondisabled peers in the least restrictive environment. The classrooms in the program are designed to provide services in a substantially separate classroom environment where students are primarily taught in small groups or receive direct instruction in a 1:1 format. Many students also participate in the general education classroom for academic and social learning. The program is based on the principles of applied behavior analysis (ABA) instruction. A variety of techniques Special Services Guide to Special Education and Alternative High School Programs 16 Revised August 2024 are used to improve reciprocal socialization language and communication, sensory dysregulation, stereotypy, ritualistic behaviors and uneven acquisition or generalization of skills. These techniques may include the use of discrete trial training, incidental trials, social curriculum training and positive behavior support plans. The amount of discrete trial training varies depending upon the individual needs of each student. Parent training and support are a strong component of the program to sustain the generalization of skills and social behavior across all settings. Inclusion opportunities are promoted and encouraged as each student is capable of accessing the academic and social benefits of the general education environment.

 

Instructional paraprofessionals support the teacher's instruction and the students' progress toward meeting their individual goals. Paras may support students individually or in groups, as well as during full-class or inclusion instruction. 

 

Duties could include:

- Demonstrates dependability, integrity, and respect for student differences and high standards of conduct.

 - Supports the creation and maintenance of an inclusive, student-focused, and culturally proficient learning environment.

 - Maintains strict ethical standards of student and family confidentiality.

 - Assists the professional staff in maintaining appropriate school behavior and discipline.

 - Facilitates and supports student’s use of positive social interactions, coping skills, and self regulation strategies.

 - Supervises students during school-day activities in common areas such as lunchrooms, hallways, playground, bus pick up, drop off, bus riding and other central locations at the request of the building principal.

- Follows the directions and assigned responsibilities as directed by the classroom and special education teachers, specialists, and administrative staff.

 - Demonstrates self-motivation and the ability to apply and generalize new skills.

 - Proficient oral and written communication skills.

 - Participates in professional development training as directed.

- Assists with clerical duties as assigned by the building principal.

 - Demonstrates consistent and dependable attendance, and is punctual to both work and to job responsibilities.