Emotional Support Program (ESP) Paraprofessional

• High School Diploma or equivalent
• Prefer experience working with students who have varied strengths/abilities/needs.
• Paraprofessional certification is desired but not necessary.
• Strong interpersonal skills.
• Positive, cooperative approach to problem solving.
• Ability to effectively communicate and collaborate with educators and teams adapting to a variety of classroom and school settings
• Knowledge of basic skills of operating systems of computers and assistive technology.
• Demonstrate organizational skills.
• Knowledge and training of child development principles and practices related to students with disabilities,, autism spectrum disorder and or behavioral and social-emotional needs.

• Maintains strict confidentiality
• Provides support and services to designated caseloads in a variety of settings, including but not limited to the classroom under the supervision and direction of the supervisor.
• Assists in teaching, modeling and coaching functionally equivalent replacement behaviors and skill acquisition.
• Assists in teaching, modeling and coaching behavior reduction protocols
• Assists with conducting fidelity checks as directed by the program administrator.
• Assists in monitoring and supporting the safety of students in various educational settings.
• Assists in crisis management using district supported policy
• Effectively communicates with the program administrator and other school staff.
• Effectively communicates with families, guardians and outside agencies as directed by the program administrator following district policy
• Communicates program concerns to supervisor and team.
• Supports individual and whole group instructional support plans (Tier 1, 2 and 3) as directed by the program administrator.
• Provides support to various school staff by modeling and coaching.
• The implementation of individual behavior support plans.
• Skill acquisition programs. (e.p. using discrete trial teaching, task analysis)
• Classroom management techniques
• Collecting and recording data on observable student behavior.
• Reinforcement procedures for both individuals and groups.
• Attends workshops and training as directed by the program administrator.

• Frequently stooping, bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
• Occasionally kneeling, bending legs at knee to come to a rest on knee or knees.
• Frequently crouching, bending the body downward and forward by bending leg and spine.
• Occasionally crawling, moving about on hands and knees or hands and feet.
• Frequently reaching, extending hand(s) and arm(s) in any direction.
• Occasionally standing, particularly for sustained periods of time.
• Occasionally walking, moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
• Occasionally pushing, using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
• Occasionally pulling, using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
• Frequently lifting, raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
• Frequently fingering, picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
• Frequently grasping, applying pressure to an object with the fingers and palm.
• Frequently talking, expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
• Frequently hearing, perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations sound.
• Light work. Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.
• The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
• The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work.)

Contoocook Valley School District