Alternative Learning Center Paraprofessional - 5/6 @ Georgetown

Summary:  The Alternative Learning Center paraprofessional supports and assists the behavior scope and sequence within the building to best support the students' return to the classroom. Utilizing Restorative Practices, the ALC paraprofessional will work directly with students after a behavior incident to get them integrated back into the classroom.  The ALC paraprofessional will work with both the classroom teacher and the building leaders to support and carry out behavior supports and consequences based on the student and event. 

Essential Duties and Responsibilities:

• Under supervision, provides instructional and social-emotional/behavior accommodations and interventions 
• Coordinate with teachers about assessments for students assigned to Alternative Learning Center or ATC (Responsible Thinking Center) 
• Communicate daily/weekly with assigned classroom teachers on assignments and student progress if student is in ALC for a longer period
• Assist teams in the implementation of positive behavior support plans or emergency intervention plans
• Assist teams with data collection around behavior incidents and Restorative Practices
• Respect individual student strengths and needs; maintain confidentiality at all times
• Actively support district, school, and classroom norms and philosophy
• Assist or lead Restorative Practices with students and staff
• Provide professional development for staff in the realm of Restorative Practices, when applicable
• Supervise students removed from their classrooms in a way that prioritizes de-escalation, reflection, and a restorative approach to rejoining the classroom
• Other duties as assigned

Supervisory Responsibilities: Not applicable 

Direct Report: Building Leadership

Qualification Requirements: 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily  The requirements listed below are representative of the knowledge, skill and/or ability required  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions:

 Education and/or Experience:

Required: 

• High school diploma or general education degree (GED)
• Experience working with children or teenagers

Preferred: 

• Bachelor’s or Associate’s Degree 
• Teaching Certification

Language Skills:

Ability to read, analyze, and interpret communication including emails, letters, spreadsheet and forms  Ability to respond to common inquiries or complaints from the community, regulatory agencies or staff members

Mathematical Skills:

Ability to calculate basic mathematical formulas; add and subtract totals; multiply and divide; determine percentages and decimals; spatial aptitude to inspect length and weight of objects. 

Reasoning Ability:

Ability to define problems, collect data, establish facts, and draw valid conclusions  

Other Skills and Abilities:

Physical Demands: 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  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

• Position requires sustained periods of sitting and working on computer and office equipment  
• Position requires standing and walking throughout buildings  
• Position involves frequent lifting up to 20 pounds and occasional lifting up to 40 pounds  
• Position involves listening, speaking clearly and visual acuity  
• Position involves frequent repetitive action on a keyboard 

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions  

• The noise level in the work environment is usually quiet to loud depending upon the activity in a particular part of the day