Autism Center Paraprofessional (Support Specialist)
DSST Public Schools (DSST) seeks a center program paraprofessional to join one of the leading charter school organizations in the nation. We serve 6-12th grade students across Denver and Aurora. Our mission is to transform urban public education by eliminating educational inequity and preparing all students for success in college and the 21st century.
Overview of Position:
The center based programs at DSST are designed to address students who have significant learning needs. The program is an inclusive model that strives to incorporate research based interventions into the natural classroom routine. We are looking for Paraprofessionals who are passionate about supporting students with significant needs and who have desire to facilitate necessary skills to foster academic, independence, and social growth. All staff will closely collaborate to develop an effective plan that will deliver and provide necessary strategies, techniques, adaptations and modifications to ensure individualized academic and behavioral success. The team will collaborate to develop and maintain necessary instructional strategies that will support the student level of need. The team will be within an inclusive community that believes and strives for all students to meet their highest potential.
The Special Education paraprofessional supports the educational, behavioral, social-emotional, physical and daily living needs of middle and high school level students with disabilities in integrated, resource, self-contained and community settings. Assists in conducting testing and assessment, multi-media activities, record-keeping, computer operation, discipline, and other activities.
We will inquire about your grade level and campus specific preference at the time of interview.
Assist with the implementation IEP Goals, accommodations and modifications for all students
Assist with the implementation of behavior intervention plans and positive behavior supports to support the behavioral needs within the classroom environment.
Assist teacher in developing lesson plans, material preparation and taking data for IEP and behavior data collections systems.
Maintain a learning environment that is structured, organized, routine-oriented with a variety of instructional formats.
Assist the general education teacher with students that might need extra support with learning skills within the classroom environment.
Exhibit clear communication skills to provide support and strategies to center program team, and school community by modeling and accepting on-going feedback
Strive to implement and master researched based core instructional practices.
Communicating daily with families
Maintaining confidentiality with student records and ensuring that information regarding students is shared at appropriate times
Facilitating interactions between students and staff and students and their peers
Curriculum and Assessment
Assist with a variety of targeted assessments that measure progress towards learning outcomes and behaviors that are needed to be successful in the general education environment.
Reading tests to students
Providing extended time to students for assessments
To observe and reflect the use of current strategies and interventions for students and support specific areas of need to allow students to remain in the least-restrictive educational setting
Assist in the implementation of skill replacement curriculum that is focused on successful steps to inclusion, behavior skill development, social-communication strategies to facilitate engagement in the general education classroom and other extra-curricular activities
To reflect and seek to improve learning and development.
To be open to innovative approaches to teaching, feedback from colleagues and school administration.
To actively participate in the school’s professional development programs including principles and procedures in Applied Behavior Analysis, development of Functional Behavior Assessment and Behavior Intervention plans, Social cognition and executive function skills, leading and participating in best practice sessions, peer coaching, and attending conferences.
Model, live, and reinforce the school’s core values and policies inside and outside the classroom with colleagues, students, parents, and the larger community.
Perform as an advisor to a small group of advisees by overseeing their academic and student life.
Checking homework completion
Holding regular academic and behavioral conferences
Meeting with advisee’s parents and communicating with families regularly
Leading reading and culture circles
Leading weekly Advisory activities and lessons.
Grade level “House” teammate
Participate in weekly meetings to support student culture and academics for the whole grade
Data tracking and observations in between meetings will be likely
Participate in planning and execution of grade level events
Weekly Staff Meetings
Participate in weekly whole school staff meetings to support school culture, and teacher initiatives
Participate in planning and proctoring extra teacher “duties” throughout the week
After School Duty
Behavioral Support Intervention
**there may be additional duties depending on the DSST campus**
DSST Public Schools seeks candidates with strong character, passion for excellence and a relentless commitment to student achievement.
Special education Paraprofessionals must have a GED or high school diploma along with one of the two options below to show qualifications for the role:
At least 48 semester hours at accredited college or university (an Associate's or Bachelor's degree will suffice)
Passed the ACT - Work Keys OR ETS - ParaPro Assessment
Commitment to Equity
We believe that if we actively commit to equitable and inclusive practices aligned to our mission and values, our students and staff will achieve at high levels.
Commitment to Continuous Growth
We believe that if we foster our own growth mindsets, our students and staff will develop a commitment to continuous improvement and thus maximize their potential.
Commitment to Healthy Team
We believe that if we commit to modeling and fostering healthy teams, our students and staff will achieve a collective success that surpasses that of the individual.
Drives to Results
We believe if we strategically develop systems and people with a driven sense of urgency and focus on results, our students and staff will achieve ambitious goals.
Reports to: School Director
Compensation and Benefits:
DSST Public Schools is committed to providing our staff with benefit offerings that empower each of our employees to make the choices that best meet their individualized and personal needs while also keeping cost in mind.
DSST Benefit highlights include:
Medical Plans offered through Kaiser
$0 employee cost option!
Annual Health Savings account (HSA) gift from DSST Public Schools
2 Dental Plans options offered through Principal Dental Group and Vision through VSP
Employee Assistance and Counseling Support
401 (k) retirement plan with 5% annual gift from DSST regardless of personal contribution
FMLA effective immediately (6 weeks paid, 6 weeks unpaid)
Access to additional discounts through our benefit partners exclusively for DSST staff
*Candidates placed in Aurora Science & Tech. will be eligible for a PERA Retirement Plan
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
While performing the duties of this job, the employee is regularly required to talk and hear. This position is active and may require standing, walking, bending, kneeling, stooping, and crouching throughout the day. The employee must lift and/or move items up to 30 pounds. The employee must have sufficient hand, arm, and finger dexterity to operate a computer keyboard and other office equipment. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.
DSST Public Schools Overview:
DSST Public Schools (DSST) operates a network of tuition-free, open-enrollment public STEM charter schools. All DSST schools operate within the Denver Public Schools (DPS) district and students are admitted through DPS’ School Choice process. Our schools focus on building a community where students and staff are valued for their unique talents. Meaningful relationships are at the core of our model which is why our schools are small enough to ensure every student is known and valued for their individuality. We have developed systems and structures to ensure our students will be prepared for college, career and life. The student population across the DSST network is 83% students of color and 71% qualify for free and reduced lunch. This year, DSST will serve approximately 5,700 students at fourteen schools on eight campuses across Denver, and DSST will open its first campus in Aurora, Colorado in the fall 2019. At full enrollment, DSST Public Schools will serve over 10,000 students and will more than double the number of four year college-ready DPS graduates.
DSST Public Schools employees support each other not only to have fulfilling careers, but more importantly, to lead fulfilling lives that combines deeply meaningful professional work with personal well-being. Our core values are central to our program and to our results. These values are embedded in everything that we do and how we do it, both for our students and our staff. The six DSST core values are:
Respect - We appreciate each person and their story through our words, actions, and attitudes. We value their unique perspective and treat others with dignity.
Responsibility - We acknowledge that our actions and choices impact ourselves and our community. We take ownership for what we do and how we choose to do it.
Integrity - We act and speak with honesty, fairness, and thoughtfulness. We consistently align our words and actions.
Courage - We possess the confidence and resolve to take risks, push ourselves, and persevere in the face of pressure, adversity or unfamiliar circumstances.
Curiosity - We are eager to learn, questions, and explore. We have a thirst for knowledge, a love of investigation, and a desire to learn about ourselves, our community, and our world.
Doing Your Best - We put our best effort into everything we do. We know that individual and collective effort are required for our community to thrive.
DSST Public Schools proudly values diversity and is an equal opportunity employer. Denver School of Science and Technology does not exclude participation in, deny benefits to or discriminate on the basis of, ethnicity, race, color, religion, national origin, ancestry, marital status, gender, sexual orientation, age or disability in admission or access to, or treatment or employment in its programs and activities. (Protected Classes).
DSST Public Schools does not unlawfully discriminate against a member of a Protected Class in admission or access to, or terms and conditions of employment, or in its programs and activities. DSST Public Schools shall operate as an equal opportunity employer and will provide and safeguard the opportunity for all persons to seek, obtain, hold and advance in employment within the district without discrimination. The District shall actively promote the full realization of equal employment opportunity through a positive, aggressive, continuing affirmative action program.
Further, DSST Public Schools affirms the rights of all Protected Classes to be free from intimidation, discrimination, physical harm and/or harassment.
DSST Public Schools shall inform students, parents, employees and the general public each school year that the educational programs, activities and employment opportunities offered by the district are offered without regard to ethnicity, race, color, religion, national origin, ancestry, marital status, gender, sexual orientation, age or disability. The announcement shall also include the name/title, address and telephone number of the person designated to coordinate Title IX and Section 504 and ADA compliance activities.
Any person having inquiries concerning the School's compliance with the regulations implementing Title VII of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), or Title II of the Americans with Disabilities Act of 1990 (ADA), may contact the Assistant Superintendent or Human Resources.