SEDP-After School 1:1 Recreational Support Aide/Professional

Department:

Southborough Extended Day Program

Job Title

1:1 Recreational Support Professional

FLSA Status:

(Exempt/Non-exempt)

Unit C

Reports to:

Southborough Extended Day Director

GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE):

The role of the 1:1 Aide is to provide individualized support to a student with disabilities in the
recreational and social setting that is the Southborough Extended Day Program. The 1:1 works directly
under the supervision of the SEDP Director. The 1:1 is expected to be flexible and adaptable in
meeting the needs of the special education student in the after school setting.

QUALIFICATIONS:

An Associate’s (or higher) degree; or taking and passing a formal assessment measuring one’s knowledge of and ability to assist classroom teachers in reading, writing, and mathematics. 

ESSENTIAL JOB DUTIES (NOT LIMITED TO):

• Education Program (IEP) based on their social and emotional needs as well as physical needs.
• Deliver specialized assistance to the student in the extended day setting individually.
• Work cooperatively under the direction of the Extended Day Site Coordinator and/or the
• the SEDP Director to deliver support and guidance so that the student will maximize their abilities
• socially, emotionally and physically.
• Monitor student progress and adjust guidance as needed to ensure student is maximizing their
• potential abilities at SEDP.
• Participate in professional development as required to meet the needs of students.
• Implement and share with SEDP Staff daily strategies to help with the success of the
• student.
• Implement and Share any behavioral plans as outlined in the student’s IEP.
• Work collaboratively with the SEDP Staff to maximize students enjoyment at the program.
• In addition, 1:1's responsibilities may include but are not limited to the following as documented in
• the student’s IEP:
• Toileting
• Snack
• Transportation support

Skills, Knowledge and Ability:

• • Skilled in implementing instructional and behavioral methods and procedures
  • appropriate for the situation when learning or teaching new things.
  • Skilled in de-escalation strategies after receiving district provided training, as
  • appropriate.
  • Skilled at assisting students with disabilities.
  • Knowledge of or a willingness to learn a variety of computer programs, audio-visual
  • aids, and other equipment and materials to supplement presentations.
  • Ability to shift student responsibilities as the need arises.
  • Ability to monitor student performance and progress.
  • Ability to demonstrate professionalism and confidentiality

WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:

Work Environment:  The work environment is in a school setting and can expand to all aspects of the students’ school day 

Physical Requirements: 

• Ability to physically support students who utilize specialized equipment such as
• standers, wheelchairs, supportive seating etc.
• Able to lift up to 50 lbs. to support students, if needed.
• Ability to physically respond to students who are physically unsafe and use physical
• restraints as part of a de-escalation process (verbal de-escalation is preferred).
• Ability to physically respond to students who have bolted from the building.
• Ability to physically maintain a safe learning environment, including moving furniture in
• response to a crisis situation.
• 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.

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.