Special Education Assistant - (2024-2025) Justice Page, DCD - Minneapolis Public Schools

Below is specific information for you to consider about this position.

Job Title: Special Education Assistant - (2024-2025) Justice Page, DCD  and Requisition ID number: 102263

Close Date: Open until filled

Organizational Unit:  Justice Page School (10000903) 

Site:  Justice Page School (0323) 

FTE:  .7937 FTE; 31.75 hours per week; this is based on full-time equivalency with 1.0 being full time

Union:  ESP(28) 

Functional Area:  Paraprofessional 

Resume and Cover Letter are mandatory to apply for any position.

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Internal Application Notice: Following July 15th, current MPS Special Education Assistants are ineligible for voluntary transfers within their job title through the end of the school year. The SEA transfer process for the following school year will reopen in early spring. (MFT #59 Contract Article 20.3)

Disability Focus: 

Developmental Cognitive Delay (DCD)

Assist licensed special education teachers to assists students with mild to severe cognitive disabilities who demonstrate needs that require more intensive special education instruction than can be provided in Federal Setting I or II. Students in this program typically demonstrate needs in cognitive and intellectual functioning and adaptive behavior (daily living and independent living skills, social and interpersonal skills, communication skills, academics, recreation and leisure skills, community participation skills, and work and work-related skills). Students perform below their peers in school, home and community, and require greater adult supervision and support.

SUMMARY

Under general supervision, provides a variety of services to assist students with special needs in a learning environment; assists MPS staff to develop and implement appropriate individualization lessons and activities for students with disabilities; promotes student independence, academic and social inclusion, as well as self-advocacy skills; helps students to meet their therapy and education goals.

ESSENTIAL FUNCTIONS -- Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills.  This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

• Provides support services to children with moderate to severe disabilities enrolled in MPS; performs duties within scope of authority and training, and in compliance with MPS policies, quality standards, and the Standards of Effective Instructional Support for Educational Assistants; duties may vary according to job assignment.
• Assists MPS staff to facilitate educational functions and other services to maintain a safe, inclusive, and productive learning environment in the Least Restrictive Environment possible, that is also sensitive to the individual needs and legal rights of Special Education students; works with students to improve personal skills and reinforce classroom learning.
• Assists students in learning processes; applies Prevent, Teach, Reinforce Behavior Intervention Plans, reinforces positive behavior, provides individual instruction, encourages opportunities for peer socialization.
• Monitors student activities, promotes respect, explains social norms and disciplinary consequences, de-escalates personal confrontations, and enforces District policies and rules of conduct.
• Monitors assigned students and records data for academic and behavioral assessments; maintains files, and keeps records of student progress and activities.
• Maintains behavior documentation, written observations and anecdotal information files for Support and Advocacy for Independent Living Program (SAIL), Individualized Education Program (IEP), and Functional Behavioral Assessments (FBA).
• Monitors work, corrects papers and transitions students for medications, meals, buses and classes.
• Attends to and provides for students’ daily hygiene, personal and health related cares, as directed by licensed staff.
• Promotes student independence in community, recreational, school and leisure activities, and vocational training.
• Reports learning problems, behavioral issues, and other concerns to supervisor or Principal.
• Prepares the classroom environment and materiel to be used by students; provides assistance with students in classrooms, special projects, and after-school programs.
• Provides customer service to parents and guardians, answers questions, and explains school rules.
• Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment 
• Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
• Maintains absolute confidentiality of work-related issues, records and MPS information.
• Other duties or tasks may be assigned on an as-needed basis

CLASS DESIGNATIONS

Intervention SEA:  Provides support in the least restrictive environment so that students can be successful in resource settings; ensures that Prevent, Teach, Reinforce behavior support plans are being implemented with fidelity for students in special education resource settings.  Personal transportation is required as position may move from site to site.

MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines

Completion of 90 quarter or 60 semester college credits in Education, Child Development, Behavioral Sciences or educational area related to position assignment;

OR

A passing score of 460 (or higher) on the ParaPro Assessment AND a high school diploma/GED certificate (For more information on the ParaPro Assessment, contact Educational Testing Service at 1-800-772-9476 or www.ets.org/parapro);

AND two (2) years of paid experienceworking with children; OR an equivalent combination of education, training and experience as determined by Human Resources. 

Knowledge of:  

• Classroom policies, procedures and processes.
• Methods and techniques to assist students in reading, writing and mathematics.
• Methods and techniques for working with students with disabilities and special needs.
• Local community resources and regional community services programs.
• Basic principles of record keeping and records management.
• Personal computers utilizing standard and specialized software.
• Safety rules and regulations.

Skill in:

• Monitoring and improving student behavior and learning skills.
• Assisting children and special needs students, and assessing educational needs.
• Maintaining composure, and working effectively under classroom conditions.
• Reacting quickly to situations that could create personal stress and safety problems.
• Communicating effectively with children.
• Collaborating as a team member, with colleagues, staff and community representatives.
• Following verbal and written instructions.
• Establishing and maintaining cooperative working relationships with co-workers.
• Effective verbal and written communication.

LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota State Driver’s License may be required.  First Aid/CPR/AED, Crisis Prevention Intervention (CPI) training, and Special Education Orientation is required within one year.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a classroom environment, with moderate physical requirements; requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently.  A job in this category may require walking or standing to a significant degree, and working with special needs children.  Must be able to frequently lift up to 50 pounds.  Eligibility for position is based on passing the required pre-placement exam.

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Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.  Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On | Justice Page School (10000903) | Justice Page School (0323) | Paraprofessional