Special Education Teacher Assistant - APT; Achieving Transition), Students Ages 19-21

Overview

Spring Branch Independent School District —

Job Description:

Special Education Teacher Assistant - APT (Achieving Positive Transition), Students Ages 19-21.

Date Revised: 11/15/2023

• Job Title: Special Education Teacher Assistant - APT (Achieving Positive Transition), Students Ages 19-21
• Reports To: Director of Special Education
• Classification: Paraprofessional (Clerical/Teacher Assistant)
• Wage/Hour Status: Non-exempt
• Days: 188
• Salary: See Compensation Plan for Paraprofessional/Administrative Support Staff, Pay Grade 203
• Contract: None

Assist adult special education students with significant disabilities ages 19-21 with independent living skills and general work supervision including direction and on-the-job training in work expectations, workplace behavior, compliance to workplace safety standards, production, and task completion under the close supervision of an A.P.T. teacher.

Education/Certification:

• Minimum of 48 college hours or high school diploma/equivalent plus pass a District Assessment.
• Educational Aide Certification.
• Must obtain Mandt Training Certification.

Special Knowledge/

Skills:

• Knowledge regarding disabilities preferred.
• Ability to assist students in an organized set of vocational and work-related activities per their individual education plans that are intended to develop work-skills preparation while they are still in school.
• Ability to assist students in acquiring independent living skills.
• Ability to assist with travel training as part of the students’ postsecondary coordinated set of activities.
• Fluent in English (speaking and writing).
• Ability to assist with lifting, toileting, feeding and other daily living skills as needed.
• Ability to effectively work with both adults, adult students and the Work-Based Learning Center team.

• Background related to working with children and parents.

Instructional Support:

• Adhere to Texas Education Agency and district policies and procedures.
• Assist in carrying out the instructional/work skills training program under the supervision of the A.P.T. teacher.
• Assist the A.P.T. teacher with job and task analysis of work skill sets.
• Assist in job accommodations and adaptations for students in acquiring work skill sets.
• Follow A.P.T. teacher instruction and guidance.
• Participate in planned staff development and professional growth activities related to student career awareness, work skills preparation, work behaviors, job acquisition, and independent living skills.
• Create instructional materials/visual schedules as needed.
• Systematically collect data and documentation and complete situational assessments for students to support data driven job training decisions and further development of identified postsecondary goals.

Student Management:

• Work with students using appropriate interpersonal skills and be a good role model in the development of their work behaviors, work-skills preparation, and independent living skills.
• Work with students to develop work-related attitudes, behaviors, and social and communication skills necessary to obtain their identified postsecondary goals.
• Provide support to students in developing each student’s level of independence, self-determination and self-advocacy skills.
• Provide direct support to students with disabilities as indicated in the students’ IEPS and Behavior Intervention Plans (BIPs).
• Follow the students’ IEPS and the modifications/adaptations and instructional techniques recommended by related service staff.
• Be proficient in students’ individual communication methods and strategies.

Other:

• Be flexible and collaborate with the A.P.T. teacher in providing intensive job skills and vocational training appropriate to each student’s transition assessments and postsecondary goals.
• Exhibit professionalism and be a good role model for students at all times as they acquire work-related behaviors, job skills, and independent living skills.
• Serve as a resource to other staff on issues related to students’ needs and progress.
• Support the development of each student’s functional personal management, recreation/leisure, and adult living skills as integral…