CONCORD COMMUNITY SCHOOLS

Job Description

JOB TITLE:  ASPIRE Assistant

TYPE OF POSITION: Classified

REPORTS TO: Building Principal

POSITION PURPOSE:   To provide a system of supportive services within the alternative school setting. This position requires the individual to build community for the purpose of understanding students who are having difficulties in utilizing the resources of the school and helping to create a climate that encourages all children to participate effectively in the educational process. This position also requires the individual to strengthen family collaboration in that the students may better benefit from the education provided to them. By providing this intentionality, students will have the opportunity for a successful transition back to the traditional classroom setting.

ESSENTIAL FUNCTIONS:  To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

1. Collaborate with the administrative team and certified teacher on services provided to students and families.  Work with school counselors and school social worker on referral services that may be needed for student.

1. Work with small group or individual students on executive functioning skills, developing employability skills, and working on teamwork and collaboration with others as well as other self-advocacy skills the student needs.

1. Oversees student management of at-risk students including ways to support students in the alternative setting who have experienced suspensions, expulsions, and waiver of due process.

1. Communicate with parents about student management and arrange meetings that could include behavior contracts, restorative practices, or other systems to support student’s time in school.

1. Monitors and acts on student attendance and chronic absenteeism.

1. Works in tandem with the certified teacher to support student credit attainment plans. Collects and summarizes student progress data as directed by the classroom teacher.

1. Holds community circles and builds community engagement processes to develop and increase student’s executive functioning skills.

1. Provide a system of support to help students be successful in the classroom, at school, and at home.  Helps students overcome personal and social challenges that interfere with learning.

1. Determines the best action plan for students upon entrance into the program by building goals within the student’s Individual Service Plan (ISP). Prior to transition to traditional school setting, evaluating goal accomplishments and building a successful transition plan.
2. Guide families to appropriate community wrap-around services.
3. Make home visitations, resolve concerns, accumulate data, and promote communication between home, school, and/or community resources.   
4. Maintain professionalism in working with the behavior needs of students and building relationships with families to support those needs including scheduling meetings at times that are convenient to families, including evenings.
5. Participate in case conferences/staffing as appropriate with the certified teacher in the classroom.
6. Plan, develop and recommend ideas to the principal and school staff to meet anticipated needs of students with emotional or social difficulties. 
7. Perform other non-administrative, non-disciplinary counseling program duties as assigned.

QUALIFICATIONS:

1. A high school diploma or an equivalent

1. Pass the Para Pro-Test or possess 60 hours of college credit

1. A positive, student-centered, and solution-focused attitude towards education and students

1. The ability to establish and maintain cooperative and collaborative relationships with others

1. Effective verbal and written communication skills

1. Punctuality and regular attendance

1. Respect for supervisors

1. The ability to work with diverse groups of students

1. The ability to enforce corporation and school rules and policies

1. The ability to adhere to strict confidentiality policies

1. The ability to use various computer and technology resources

1. Other qualifications that the School Board may require.

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.

1. While performing the duties of this job, the employee is regularly required to sit and talk or hear.  The employee frequently is required to use hands to finger, handle, or feel objects, tools, or controls.  The employee is occasionally required to stand, walk, and reach with hands and arms.  The employee may also have to exert up to ten (10) pounds of force occasionally.
2. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

3. The employee shall remain free of any alcohol or nonprescribed controlled   

          substance abuse in the workplace throughout his/her employment in the 

          Corporation.

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 the essential functions.

1. The noise level in the work environment is usually moderate.
2. There are no environmental hazards indicated for this position.

TERMS:  The position is 183 days a year. (up to 35 hours a week)

EVALUATION:  Concord Evaluation and Development System