Overview:At the Lifeskills and Education for Students with Autism and Pervasive Behavioral Challenges (LEAP) Program, our mission is to ensure each of our students gains the independence and skills necessary to fully participate in school, community, workplace, and home life.Our specialized autism program is a nonpublic special education day program approved by the Maryland State Department of Education.We offer a range of educational and therapeutic services for students with complex academic, communication, social, and behavioral needs. Our program emphasizes the development of lifelong skills through an active approach to learning, including participation in community and work-based learning opportunities that allow them to apply skills outside of the classroom.The Classroom Assistant serves a varied population of students with disabilities and provides safe and engaging supervision and instruction in the classroom and during off-campus activities. This para-professional will support students with the development of pro-social behaviors by adhering to Behavior Intervention Plans (BIPs) and implementing appropriate behavior management strategies/supports. This position assists with the adaption of instruction to meet the individual, academic, medical, developmental, and technological needs of the assigned student(s). This staff member will support the implementation of Individualized Education Plans (IEPs) and other various state curriculum. Responsible for group work; teaching Lifeskills and independence; recording data; providing basic medical support; organizing and preparing materials; and participating in meetings and professional development. The incumbent may also drive Institute vans and may engage in water based activities.Responsibilities:Assist the Teacher and Assistant Teacher with instruction and assessment for students with developmental disabilities and/or emotional and behavioral challenges in accordance with student IEP and the Common Core State Curriculum.Adhere to behavioral plans/protocols as written. Utilize the principles of Applied Behavior Analysis (ABA) and Positive Behavioral Interventions and Supports (PBIS) as indicated.Effectively use behavior management strategies and implement approved physical intervention procedures (ie, transportation/escort and immobilization/restraint) as trained.Work directly with assigned student to support skill acquisition (ie, academic and social-emotional); assist with daily living skills and medical needs (ie, toileting, hygiene, meals, lifting/carrying students with physical disabilities); and support behavior management in one-to-one (1:1), group, school, and community settings.Promote and support peer interactions, generalization of student skills across settings, and work to foster student independence.Modify academic, socioemotional, and behavioral tasks and materials to meet student needs/abilities as outlined by the teacher and Behavior Resource team.Accurately collect and record all data in a timely and prescribed manner.Follow classroom routines as outlined by the teacher and enact proactive classroom management strategies.Follow student fitness routines (to include pool and water-based activities) as outlined by the school program.Organize, prepare, and use school materials to support student learning and assist with the implementation of technology in instructional design and delivery.Actively engage in classroom and team meetings, supervision meetings, in-service trainings, and school-wide events as assigned.May be required to safely drive and operate Institute vans to transport students and staff members, as assigned.Qualifications:EDUCATION:High school diploma or GED requiredAssociate's degree in education, special education, or related area preferredEXPERIENCE:Previous experience working with children with developmental disabilities is preferred.RELATED TRAINING:PCM or CPI training will be provided by the department, according to the individual program requirements. Employee must achieve and maintain certification (at the "Practitioner" level or higher for PCM) according to the timeline established within the departmental policy.