Personal Care Aid

Sylvania; Spring Grove (PA); On-site; USD 21,000 - 25,000; Full time

Job summary

Sylvania is seeking a Personal Care Assistant to support a student with IEP needs in the school setting. The role includes personal care assistance and collaboration with teachers to enable participation in classroom activities.

Responsibilities include aiding with ambulation, managing daily tasks, and ensuring a safe, inclusive environment for the student throughout the school day.

Qualifications

• Graduation from high school or the equivalent.
• Current CPR/AED and First Aid certification within 60 days of hire.
• Ability to relate positively with staff, students, parents.
• Experience with students preferred.
• Willingness to learn accommodations as needed.

Responsibilities

• Provide personal care and assist with instruction as needed.
• Assist student with ambulation and daily activities.
• Collaborate with teachers to implement IEP goals.
• Ensure safety and supervision during transitions and activities.
• Maintain confidentiality and professional standards.

Skills

CPR/AED

First Aid

Interpersonal skills

Communication

Education

High School Diploma

Job description

PURPOSE

Plays a crucial role in supporting students with Individualized Education Plans (IEPs). Provide personal care assistance to a student determined to need such services under Chapter 14, Special Education Guidelines, or Chapter 15, Protected Handicapped Student Guidelines.The identified needs require special assistance/services during the school day so that the student may benefit from the educational program. The starting hourly rate for this position is $15.46/hour. Actual hourly rate upon hire will be based on knowledge and years of experience.

QUALIFICATIONS

TRAINING AND EXPERIENCE

Graduation from high school or the equivalent.

Current certification and training in CPR/AED & First aid within 60 days of hire

Ability to relate positively with staff, students, parents.

Experience with student(s) preferred.

Willingness to learn accommodations/skills should the need arise.

GENERAL

Ability to work cooperatively with others.

Maturity and the ability to deal effectively with students and staff.

Demonstrates sensitivity to the needs of students of varying age levels, diverse cultures, and socio-economic backgrounds.

Self-motivated with the ability to work independently within the limits of assigned responsibilities.

Understands the importance of and can practice confidentiality.

Demonstrates knowledge of basic academic skills (reading, math, writing, spelling, and appropriate language usage).

Adheres to specific rules and regulations as they apply to the discipline procedures of the building.

Receipt of current, favorable clearances including: Pennsylvania State Criminal History (Act 34), Federal Criminal History (FBI – Fingerprinting - Act 114), Pennsylvania Child Abuse (Act 151), and Sexual Misconduct and Abuse Disclosures (Act 168).

REPORTABILITY

Reports to Building Principal / Assistant Principal, Special Education Supervisor, and the Director of Pupil Services.

EVALUATION

Completed by the Special Education Supervisor.

PERFORMANCE RESPONSIBILITIES

Personal Care and Assisting with Instruction:

Primary responsibility is to assist the student identified under special education or protected handicapped guidelines and assigned to a special or general education class to participate in the least restrictive environment.

Assistance may include, but is not limited to restating teacher directions where appropriate, reviewing and/or restating discussions to ensure student(s) adequately followed what is occurring in the classroom, helping students during classroom activities, ensuring they can access and participate in materials including adapting to meet individual needs if needed, assisting student(s) with ambulation (i.e., crutches, wheelchair, etc.), assisting student(s) with personal care task as needed such as but not limited to feeding, toileting, clothing fastening, and unfastening, and other daily activities, maintaining a supportive and respectful environment for students, assisting the teacher or student in arranging environment to best meet the student’s needs, accompany the student(s) in crowded areas in order to ensure that appropriate distance is kept between the student and others so as to alleviate potential problems.

Collaboration with Teachers:

Work closely with classroom teachers to understand and address the unique learning needs of each student. Provide feedback on student progress and challenges.

Cooperate with the classroom teacher(s) regarding the daily routines and structure.

Supporting Individualized Education Plans (IEPs):

Collaborate with teachers and special education staff to implement and support the goals outlined in students' IEPs.

Assistive Technology:

Familiarity with and assistance in the use of assistive technology tools that support students with special needs in accessing educational materials.

Assist the student in using assistive technology, as appropriate:

Maintain assistive device

Report needed repairs to the classroom teacher

Assist the student in managing and maintaining the environment to meet any special physical needs.

Inclusion Support:

Facilitate the inclusion of students with special needs in general education classrooms.

Provide additional support to ensure successful participation and integration.

Behavioral Support:

Implement behavior management strategies outlined in students' IEPs.

Foster a positive and inclusive classroom environment that encourages appropriate behavior.

Record Keeping:

Keep accurate records of student progress, behavior, and any interventions implemented.

Document observations and communicate relevant information to the teaching team.

Safety and Supervision:

Ensure the safety and well-being of students.

Supervise students during various activities, including transitions between classes and outdoor activities.

Proactively monitor student to prevent / reduce elopement.

Flexible Support:

Be flexible and adaptable in providing support based on the changing needs of students and the classroom environment.

Professional Development:

Stay informed about best practices in special education and participate in professional development opportunities to enhance skills and knowledge.

Maintain Highly Qualified status, including 20 hours of professional development annually, as determined by Pennsylvania regulations for para-professionals working with students with and IEP.

Attend specially designed training sessions, in-service, or workshops as requested by the supervisor.

Participate in regular staff meetings, if appropriate.

When the student is not in need of direct services during the working school day, the Personal Care Assistant will serve as an aide to the classroom teacher.

Perform other such duties as assigned by the teacher, principal, Special Education Supervisor, and/or Director of Pupil Services.

POSITION SPECIFICATIONS

Physical Demands

Occasional driving to school district offices, classrooms, regional offices

Frequent walking throughout various buildings, including climbing up and down stairs

Often sitting at desk for extended periods

Standing for limited periods of time

Moderate lifting up to 50 pounds unassisted and has potential to involve heavier lifting with additional assistance

Some carrying – up to 30 pounds

Manual dexterity to use office equipment

Repetitive movement of fingers and hands for keyboarding

Sensory Abilities

Visual acuity to read correspondences, computer screen

Auditory acuity to be able to use telephones

Ability to speak clearly and distinctly

Work Environment

Generally, classroom/office setting

Temperament

Ability to work as a member of a team

Must be courteous and able to effectively communicate with students and staff

Must be cooperative, congenial and service-oriented, and promote these qualities in the department

Ability to work in an environment with frequent interruptions

Cognitive Ability

Ability to follow written and verbal directions

Ability to complete assigned tasks with minimal supervision

Ability to read, write and do complex computations

Ability to use correct grammar, sentence structure and spelling

Ability to compose clear, concise sentences and paragraphs

Ability to organize classroom setting to efficiently accomplish tasks

Ability to work independently, exercise appropriate initiative, and make work-related decisions

Ability to exercise good judgment in prioritizing tasks and work efficiently on those tasks

Ability to communicate effectively at all organizational levels

Note:

All abilities above must be at a professional level, as expected from the required educational level of the job and the previous experience required.

Specific Skills

Ability to operate office equipment

Ability to use computer technology efficiently and learn new technology implemented by the District

Must recognize and appropriately handle confidential information

Ability to perform tasks as assigned

Comments

Position holder must have a friendly, helpful, caring personality

The position specifications described here are the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The information contained in this job description is for compliance with the Americans with Disabilities Act. (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.