Job Description:

PURPOSE:
To serve as an integral member of the student support team to provide services to students who are visually impaired, in accordance with the goals/objectives identified by the Individual Education Plan (IEP), with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Works under the supervision of a Certified Staff Professional(s) and/or appropriate Administrator
 
EXAMPLES OF DUTIES & RESPONSIBILITIES: 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
Work with students under the direction of a classroom teacher and visually impaired (VI) professional to maximize students’ independence
Assist the VI professional and school staff with modifications and services necessary to achieve IEP objectives
Create tactile materials
Take supplementary student notes
Assist students with materials in the classroom
Keep the instructional staff informed regarding student progress and needs
Assist in inventory, care, and maintenance of equipment
Convert visual information to an accessible format for students (ex: print to Braille, small print to large, conversion to high contrast)
Ensure the safety of the student throughout the school day
Assist with the supervision of students during emergency drills, assemblies, play periods, field trips, and in other non-classroom activities.
Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
Assist with implementation of Health Care plans for students and other medical needs.
Alert the teacher(s) regarding any problem or special information related to an individual student.

GENERAL /ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
Participate in recommended training (see below) 
Use strategies and techniques specific to the needs of visually, blind, or hearing-impaired students
Perform other related duties, as assigned.
Implement strategic decisions made by the student’s team

KNOWLEDGE, SKILLS & ABILITIES:
Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
Effective communication and interpersonal skills
Demonstrated ability to understand and follow oral and written instructions effectively
Exhibited proficiency in basic reading, math, writing, and speaking English
Possession or willingness to acquire the skills necessary to work productively with children
Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
Ability to establish and maintain cooperative and effective working relationships. 

MINIMUM Qualifications:
Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college.
Must possess or be willing to acquire the skills necessary to support needs associated with autism, Applied Behavior Analysis (ABA), behavioral needs, as well as activities of daily living such as feeding.
Experience/training in working with children preferred.
Such additions and alternatives to the above qualifications may be appropriate and acceptable.

WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  This will include indoor office/classroom settings, outdoor play, recreation areas, and field trip locations. 

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. 
While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view and operate computer equipment and to stand for extended periods of time to assist student(s) and/or staff.
The employee frequently is required to stand, walk, sit, bend, stoop, and kneel.
The employee is frequently required to reach with hands and arms.
Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
Hear and speak to exchange information in person and on the telephone.
Observe, listen, and speak to students.
TRAINING FOR PARAPROFESSIONALS (when applicable)
 
For The Blind and Visually Impaired:
Complete the Unified English Braille (UEB) online course (Modules 1 and 2)
Attendance at Bureau of Education and Services for the Blind (BESB) training for paraprofessionals, if offered
3 hours of training on blindness-specific assistive technology
3 hours training on methods and materials
1 hour training in Orientation and Mobility and implications of blindness
Complete Nemeth Training Tutorial Chapters 1-3 (basic math)
Training on student-specific needs if deemed necessary

EMPLOYEE GROUP: Paraeducators of Stamford Association

WORK YEAR: As per the Bargaining Agreement

The filling of this position is based upon continued funding in the Board of Education budget.

COMPENSATION: $28,704.00 to $45,402.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
An online application is required.