Behavior Support Paraeducator

Behavior Support Paraeducator

Position locations vary: Pittsburg, Columbus, and Girard primarily

Purpose:

The job of the Behavior Support Paraeducator was established to provide direct, one-on-one support to students with severe behavioral challenges as a result of their disability in a self-contained or special day school setting. They implement individualized education plans and behavioral intervention plans, monitor student behavior, collect data and report, and teach functional and academic skills, all under the direct supervision of the special education teacher, school psychologist, and/or Board Certified Behavior Analyst.

Please note: The selected candidate will complete a seven-week probationary and training period to allow for initial training and implementation of the position’s job duties. During the first five weeks of on-the-job training, the employee will be paid at the Program Para rate of $14.50 per hour. A review will be conducted at five weeks, with a final review at seven weeks to assess performance, progress, and overall fit with the expectations of the position.

Upon successful completion of the seven-week probationary period and satisfactory performance of the required job duties, the employee’s pay rate will increase to the agreed upon rate for this position.

Responsible to: Special Education Teacher; SEK 637 Administration

Experience: Job-related experience is desired but not required

Education/Qualifications: High school diploma or equivalent. Applicants must have 48 college hours or a qualifying score on the Master Teacher Online Exam within the first 90 days of employment, and 20 hours per year of in-service training are required. This position is considered a non-exempt, at-will position. 40-hour Behavior Analysis training completed prior to employment is preferred, but willing to train and provide for the right individual.

Clearances: (Required upon offer of/and acceptance of employment)

• Criminal Background check
• Health and Inoculation Certificate on file in Central Office

FLSA Status: Non-Exempt

Wages: Based on hourly rate, number of days worked, and completion of required trainings (9-month school calendar)

Essential Functions:

• Implements behavioral plans for students as designed by the IEP team for the purpose of assisting in meeting special education students’ needs and providing a safe, predictable, and consistent environment under the direction of certified staff.
• Assist students with challenging and/or aggressive behaviors.
• Implements education and behavioral programming under the supervision of the classroom certified staff for the purpose of developing new skills for students.
• Collects data on student progress and behavior to track improvement and make necessary adjustments.
• Adapts and provides accommodations of classroom activities, assignments and/or materials under the direction of the teacher for the purpose of providing an opportunity for special education students to actively participate in the general curriculum.
• Aids students in and out of the classroom (e.g., packing backpacks, note-taking, relationship building, field trips, social skills, etc.) for the purpose of providing assistance to students’ needs, including social, emotional, and behavioral growth.
• Occasionally assists students requiring support in addressing personal care needs due to medical and/or mental health conditions, and/or physical limitations (e.g., changing clothing, toileting, lifting of students and/or equipment, etc.) for the purpose of allowing students to function in the school environment.
• Attends meetings and in-service presentations (e.g., behavioral de-escalation and management, trauma-informed strategies, CPR, instructional and educational strategies, specific disability education, etc.) for the purpose of acquiring and effectively implementing skills relative to the job functions and meeting established annual State Training requirements.
• Collaborates with a variety of staff for the purpose of providing necessary support and information related to the student’s progress as established in the Individual Education Plan and Behavioral Intervention Plan under the direction of certified staff.
• Instructs students in a variety of activities in individual and group settings (e.g., academic subjects, social skills, daily living skills, etc.) for the purpose of meeting IEP goals under the direction of certified staff.
• Maintains instructional materials and data sheets for the purpose of ensuring availability of instructional materials and/or providing reliable information regarding student progress under the direction of certified staff.
• Monitors students during assigned periods within a variety of school environments and/or community environments (e.g., restrooms, playgrounds, hallways, bus loading zones, fire drills, assemblies, cafeteria, parking lots, etc.) for the purpose of providing a safe and positive environment conducive to learning.
• Assist in establishing a positive learning environment and respond to the individual needs of students.
• The ability to work cooperatively and demonstrate effective interpersonal relationships with other paras, professionals, community agencies, and other groups.
• Assist in safeguarding confidential information and observing confidentiality requirements.
• Use appropriate behavior management techniques to maintain a positive climate for learning.
• Complete 40-hour training in behavior analysis if not previously completed.
• Ability to accept corrective feedback from multiple professionals
• Faithful, daily attendance and adherence to work schedules.
• Observe all district and interlocal policies during activities.
• Restrict cell phone usage to break and lunch times.
• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the educational team.

Job Requirements: Minimum Qualifications:

SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices, operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records; and using district-approved crisis intervention techniques.

KNOWLEDGE is required to perform basic math; read and follow instructions; and understand complex, multi-step written and oral instructions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: instructional procedures and practices; age-appropriate student activities; safety practices and procedures; conflict resolution; stages of child development/behavior; and safe handling of blood-borne pathogens and crisis de-escalation techniques.

ABILITY is required to schedule activities, collect data, and use basic, job-related equipment. Flexibility is required to work with others; work with data utilizing defined and similar processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals. Problem-solving is required to identify issues and create action plans. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; setting priorities; working as part of a team; working with constant interruptions; and the ability to take constructive criticism.

Physical Requirements/Environmental Conditions:

The usual and customary methods of performing the job’s functions frequently require the following physical demands: walking, sitting, standing, lifting, carrying, pushing and/or pulling, climbing and balancing, stooping, kneeling, crouching, and/or crawling, and fine finger dexterity. This position may also require some travel, the ability to work indoors/outdoors year-round, as well as the ability to work in noisy, stressful, and crowded environments.