Day Treatment Classroom Specialist - Quest Academy

Under the supervision of the Special Education Teacher, the Classroom Specialist assists the teacher in instruction, classroom management and positive behavior management to engage students with primary intellectual disabilities with high intensity support needs and extremely significant behavioral challenges.

Essential Functions:

1. Provide instruction under the supervision and direction of the classroom teacher, to individual students in academic and functional skills domains, including communication, self-care, social skills, community use, functional academics, leisure and work.
2. Participates actively in the process of completing functional behavioral assessments by collecting specific data related to students' behaviors, and contributes to the development of students' Behavior Support Plans through sharing data and observations.
3. Manages student behaviors by adhering to the Behavior Support Plan developed for the student; utilizes principles of de-escalation at all times.
4. Takes action, or assists in taking action, to seclude or restrain students who are at risk of harming themselves or others by following district-approved restraint/seclusion procedures.
5. Follows guidelines for use of the least intrusive intervention and best practices consistent with the students' needs and disabilities; provides feedback and adjusts the nature and frequency with which positive reinforcement is provided to students.
6. Builds students' ability to communicate through consistent use of communication methods, implementing them with fidelity as instructed by the speech/language pathologist and classroom teacher.
7. Provides for students' personal care needs including feeding, toileting, tube feeding, catheterization, and diaper changing.
8. Supports students on transportation/bussing to and from academy, as needed.
9. Problem solve with students on a daily basis.
10. Works with students on an individual or group basis to provide skills training consistent with IEP and Behavior Support Plan.
11. Facilitates instruction to teach interpersonal conflict resolution.
12. Performs health tasks and implements individualized protocols as delegated by the Registered Nurse and assigned by the classroom teacher.
13. Follow student behavior plans and provide input and feedback to teachers, psychologists, and program manager.
14. Contributes to and cooperates with the classroom instructional team including the teacher, related services staff, other educational assistants.

1. Supervises students' arrival and departure, recess, breaks, and lunch in the education facility and the community.
2. Communicates accurately and effectively with other education staff, program manager, and community service providers related to instruction.
3. Collects and records data on student performance.
4. Given a behavioral escalation, responds to the needs of the students consistent with the behavior support plan and crisis plan.
5. Prepares materials for instructional activities designed by the teacher and completes routine clerical tasks.
6. Other duties as assigned.

Minimum Qualifications:

1. At least 18 years of age.
2. High school diploma or GED.
3. Must meet one of the following educational requirements:
   • Associate's Degree OR
   • 48 sem./72 quarter credits from an accredited college or university; OR
   • Passing score of 455 on the ParaPro Assessment; OR
   • Passing score of 220 on the Pearson Paraprofessional Assessment; OR
   • 65% on The Master Teacher, Inc. Paraeducator Online Training Program.
4. Ability to acquire and maintain a valid first aid and CPR card.
5. Written and oral communication skills sufficient to perform essential functions.

1. Experience in a special education classroom setting.
2. Knowledge of programs and services for students with disabilities.

Working Conditions:

1. Day treatment program setting.
2. Physical intervention necessary to properly restrain students in compliance with Washington State WACs and Emergency Response protocol.
3. Exposure to communicable diseases found in children and adolescents.
4. Students may use challenging or offensive verbalizations toward staff and other students with potential for escalation to physical aggression.
5. Sit, stand, stoop to attend to student needs and to provide instruction. Strength and agility to assist in physically maintaining a safe learning environment to include emergency response protocols in compliance with Washington State WACs.

1. Successful completion of a criminal history and fingerprint check through the Washington State Patrol and FBI.