Cupe 2331 Temporary Specialized Educational

YORK CATHOLIC DISTRICT SCHOOL BOARD

Specialized Educational Intervenor

Band M - $36.75 - $39.03

**Start Date**: Immediately

**Hours Per Week**: 35

**Location**: This is an itinerant position. You can be placed in any of the following Area 1 & 4 schools;
All Saints, Blessed Chiara Badana, Father Michael McGivney,

Sir Richard W.Scott, St. Augustine CHS, St. Benedict, San Lorenzo Ruiz, St.

Brendan, St. Brigid, St. Brother Andre, St. Edward, St. Francis Xavier, St.

John XXIII, St. Joseph, Markham, St. Julia Billiart, St. Justin Martyr, St.

Kateri Tekakwitha, St. Katharine Drexal, St. Mark, St. Matthew, St. Monica, St.

Patrick, Markham

Canadian Martyrs, Good Shepherd, Notre Dame, Our Lady of Good Counsel, Our Lady of the Lake, Prince of Peace, Sacred Heart, St. Bernadette, St. Elizabeth Seton, St. John Chrysostom, St. Nicholas, St. Patrick, Schomberg, St. Paul, St. Thomas Aquinas

**Position Summary**:
The primary focus of the role of the Specialized Educational Intervenor (SEI) is to support and implement the Individual Education Plan of students with special needs in the classroom and school community. Under the supervision of the school Principal, the Specialized Educational Intervenor will work directly with student(s) from K-12, with moderate to severe safety, and/or physical needs.

SEIs work in collaboration with the school and multidisciplinary teams to provide data and ongoing feedback about the students’ response to programming intervention.

The SEI will be expected to assist students in developing skills that will allow for safe participation in the educational setting by employing a broad range of accommodations and strategies to enable students to access curriculum and build independence.

Each SEI assignment location is determined by the Superintendent of Exceptional Learners and the Supervisor of ABA & Behaviour Resource Services, with consideration for geographical preference, based on students’ needs, with assignments typically consisting of intensive, time-limited supports which range in duration and may be across one or more locations.

**Major Responsibilities**:
Work with the school and multidisciplinary team in providing guidance, emotional support and encouragement to all students, in accordance with the Board’s philosophy on mainstreaming;
Provide direct support to one or more students during both instructional and non-instructional times through coaching, modeling and generalization of appropriate strategies;
Support implementation of structured programs to allow students to develop meaningful academic and social skills within the school and community as developed by the teacher and/or multidisciplinary team;
Support individual student goal setting and assist with tracking, observing, monitoring and charting of student behaviour for appropriate intervention, including daily logs and goal attainment;
Assist with conflict resolution and implement non-academic, evidence-informed self-regulation programs within the school community settings;
Respond to and deliver strategies to address high risk, crisis situations by following individual student Safety Plans (e.g., BMS, elopement, ASIST, etc.), Positive Behaviour Support Plans and Medical Management Plans, as required;
Support specific programs in language (e.g., augmentative and alternative communication systems), social - emotional learning (e.g., self-regulation), and behaviour (e.g., safety) as established by the teacher and/or resource staff, as required;
Where applicable, support and assist student(s) with adherence to classroom, medical, daily living, and/or physical routines (e.g., dressing, toileting, hygiene, lifting, etc.) to support student participation at school and work placements, as required;
Prepare materials to support program implementation, as required by the teacher;
Work collaboratively with the school team and student services team to support the students and goals of the students’ IEP and PIP plans;
Attend scheduled planning meetings and other appropriate meetings as requested by the teacher and /or resource team;
Assist in supervising students during classroom activities, recesses, lunch and bus arrivals and departure;
Attend mandatory training session and workshops scheduled by the Board.

Qualifications & Experience

Diploma from a community college in a field related to child/youth development, behaviour management and social problem solving skill development or Certification from an accredited Ontario institution in any of the following (or related) programs:
Autism Behaviour Science Post-Graduate Certificate

Behaviour Science Technician

Criminal Justice Worker

Social Service Worker

Registered Practical Nurses Diploma

Child Youth Care Practitioner

Community Service Worker

Maintain updated and valid Practitioner certificate in an “approved” Crisis Intervention Training Program: Non-Violent Crisis Intervention (e.g., Behaviour Management Systems with Containment-trained, UMAB, CPI, e