Community Support Aide (ECC)

Reports to:  Principal

Employment Information:  This is a full-time, FLSA-non-exempt, 10-month union position. 

Summary:

The Community Support Aide provides direct support to students with behavioral needs, including those with Positive Behavior Support Plans (PBSP) or Functional Behavior Assessments (FBA). This role involves assisting teachers and staff with implementing individualized behavior strategies, collecting and documenting behavioral data, and providing one-on-one or small group support in classrooms and other school settings. The aide collaborates closely with students, teachers, and families to create a safe, structured, and supportive learning environment that fosters positive behavior, social-emotional growth, and student success. 

Responsibilities:

• Provide behavior support to students who have Positive Behavior Support Plans (PBSP) and/or Functional Behavior Assessments (FBA)
• Develop and implement visual supports for social-emotional learning and behavior management materials
• Assist in locating, organizing, preparing, copying, and distributing instructional materials.
• Assist in data collection for behavior incidents, maintaining records and generating reports throughout the school year
• Provide behavior support in classes during recess, lunch, and other non-classroom activities, and assist with subbing as needed.
• Support the preparation of end-of-year reports related to behavior data and intervention outcomes (including Incident Report records and records of pages made).
• Prepare reports and presentations related to the data collection.
• Assist administrators to ensure that incident reports are completed accurately.
• Model the use of positive behavior support strategies, including intervention techniques, for teachers, staff, and students.
• Assist staff with supervision of students in and outside the classroom (i.e.; recess and/or field trips, etc.).
• Collaborate with teachers to support behavior management systems and classroom strategies
• Participate in department meetings, individual teacher meetings, and team meetings
• Attend workshops and in-services as related to job responsibilities (i.e.: Para-educator mandatory requirements and 
• Provide behavior strategies techniques training (examples. Safety Care or Therapeutic Solutions or Constructing Connected Community C3).
• Help students develop and practice positive communication skills, utilizing visual aids when sign language is not effective.
• Maintain CPR and First Aid training certifications
• Supervise students with behavior and help de-escalate their behavior to a point that they can communicate appropriately and be ready to return to class. 
• Maintain positive cooperative working relationships with students, parents, teachers and staff.
• Contact families to inform them of student behavior situations and maintain Home Contact Reports after meetings/calls.
• Assist the TransportComplete Reflection / Color Card forms for Elementary and Middle School students.
• Responds to pages for behavior support.ation Manager and Assistant Transportation Manager with behavior management training for Bus Drivers and Aides.
• Conduct regular observations to assess student behavior and provide feedback to support staff.
• Model and exhibit PSD’s core values Students 1st, Language, Respect, Communication, and Community Engagement in all interactions, decisions, and professional responsibilities.
• Perform additional duties as assigned to support student success.

Qualifications:

• High school diploma required; additional coursework or training in special education, behavior support, or related fields is a plus.
• Minimum of 5 years of experience providing academic, behavioral, or personal support to Deaf and Hard-of-Hearing students in educational or related settings
• Training or experience in Positive Behavior Support (PBS) systems and Functional Behavior Assessment (FBA) preferred, with the ability to implement and reinforce behavior intervention plans (BIPs).
• Basic understanding of childhood development, learning styles, and classroom management strategies.
• Ability to accurately observe, document, and report student behavior and progress; experience with data collection and report generation is preferred.
• Strong verbal and written communication skills, with the ability to interact effectively with students, teachers, staff, and families.
• Demonstrated American Sign Language (ASL) proficiency at a Level 3 (ASLPI) or above required; advanced proficiency preferred.
• Ability to collaborate effectively with teachers, instructional teams, and other school staff.
• Flexibility to adapt to different classroom settings, student needs, and schedules throughout the school day.
• Commitment to maintaining student confidentiality, upholding ethical standards, and demonstrating patience and emotional resilience when supporting students with challenging behaviors.
• Basic proficiency with educational technology, communication tools, or data entry software, with willingness to learn new tools as needed

Physical Requirements:

• Ability to sit, stand, walk, bend, reach, or kneel while supporting students in classroom, playground, or activity settings.
• Ability to lift, transfer, or assist students as needed, including providing physical support or mobility assistance.
• Capacity to assist students with personal care tasks, including toileting or feeding, particularly for younger students or those with additional needs.
• Manual dexterity to use classroom materials, assistive devices, and basic technology.
• Ability to actively participate in student activities and maintain supervision for extended periods.

Working Conditions:

• School-based environment, including classrooms, gymnasium, playground, cafeteria, and other school facilities.
• Exposure to varying noise levels and activity levels, including active classrooms and outdoor environments.
• Responsibilities may include supporting students with behavioral, academic, and physical needs.
• Assignments may vary throughout the day depending on student needs and classroom schedules.
• May require flexible hours, including occasional early mornings, evenings, or special events.
• Frequent collaboration with teachers, instructional teams, and other school staff.

Mental/Cognitive Demands:

• Ability to multi-task and adapt to the needs of multiple students with diverse behavioral, academic, and physical requirements.
• Strong observation, problem-solving, and critical thinking skills to respond to student behaviors and implement support strategies effectively.
• Emotional resilience, patience, and flexibility when working with students with challenging behaviors.
• Attention to detail for implementing behavior plans, documenting interventions, and reporting student progress.
• Ability to follow directions, work independently, and collaborate with staff while remaining open to guidance and feedback.
• Commitment to maintaining confidentiality and discretion regarding sensitive student information.

Pennsylvania School for the Deaf provides equal employment opportunities to all applicants and employees and strictly prohibits any type of harassment or discrimination in regard to race, religion, age, color, sex, disability status, national origin, genetics, sexual orientation, protected veteran status, gender expression, gender identity, or any other characteristic protected under federal, state, and/or local laws.

Consistent with the Americans with Disabilities Act (ADA), it is the policy of Pennsylvania School for the Deaf to provide reasonable accommodations to qualified applicants or employees with disabilities, as long as such accommodations do not impose an undue hardship or remove the essential functions of the job. The policy regarding requests for reasonable accommodation applies to all aspects of employment, including the application process. If reasonable accommodation is needed, please contact [email protected].