Educational Support Professional Sail 1 Program (ESP-3)- Long Term Substitute Job ID 1366

About the role

A SAIL 1 ESP provides direct support to students diagnosed with Autism Spectrum Disorder or related disorders in a sub‑separate classroom, implementing individualized academic and behavior programs. The ESP uses principles of Applied Behavior Analysis including discrete trial task analysis and naturalistic teaching, utilizes de‑escalation strategies, and collects data on academic and behavioral support plans. A Board Certified Behavior Analyst (BCBA) and a certified Special Education Teacher supervise ongoing training and support. Five days of additional specialized training before the start of school is provided to ESPs serving SAIL 1 students.

Responsibilities

• Support classroom routines and procedures; reinforce social interaction programs (e.g., Responsive Classroom, RULER, PBIS) by modeling positive behavior and assisting with behavioral support in accordance with school expectations.
• Provide supervision and student support services in all school environments — recess, lunch, arrival, dismissal, field trips — and escort students to designated areas (activities, fire and crisis drills) under staff guidance.
• Deliver small‑group or individual instructional support aligned with student goals, benchmarks, IEPs, and behavior plans.
• Consult with teachers to prepare for daily classes, learning targets, success criteria, and classroom expectations.
• Support academic programs (reteaching, reinforcing, reviewing, assessing, scribing, note‑taking, data collection) and behavioral programs (data collection, cueing, motor breaks, behavior plan implementation).
• Provide regular feedback to teaching/counseling staff on assigned students’ progress and challenges.
• Collaborate with the classroom teacher to support learning experiences, prioritizing identified students while remaining actively engaged with the broader group.
• Implement behavior intervention plans and facilitate social skills across school settings.
• Support crisis intervention in a culturally responsive manner, including verbal de‑escalation, processing events, and applying physical intervention methods to reduce injury risk as assigned/trained.
• Adapt to varying student needs and perform other job‑related duties at administrators’ discretion.

Note: Basic clerical tasks (data entry, word processing, printing, copying) are not required for ESP‑3 positions. Monitoring and maintaining detailed progress‑monitoring records for IEPs and individual support plans is an ESP‑1 responsibility and does not apply to this role.

Requirements

• Integrate into the classroom setting when appropriate, working under administrative/teaching/counseling direction to support student engagement and learning.
• Collect, record, and analyze data across multiple data points; enter data into spreadsheets and create visual progress