Behavior Intervention Paraprofessional (Elementary)

Position Type:

Student Support Services-Special Education/Paraprofessional

Date Posted:

4/19/2023

Location:

ConVal Elementary Schools

Date Available:

August 2023

Closing Date:

open until filled

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Full-Time Position

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POSITION TITLE: Behavior Intervention Paraprofessional

SUPERVISOR: Director of Special Education / Director of Student Services

POSITION OVERVIEW: This is a highly skilled paraprofessional position working in the district elementary schools. This position supports classroom teachers, and students in the classroom working in collaboration with school district contracted Behavior Certified Behavior Analyst (BCBA). This position provides coaching, support and intervention in the general education classroom as well as crisis intervention and support in the school environment. A large part of the position is the collection of behavior data that assists in developing individual behavior plans with the BCBA and school psychologist.

SUMMARY: Under the general supervision of their supervisor, the Highly Skilled Behavior Intervention Paraprofessional, will provide support within the MTSS-B (MultiTiered System of Support-Behavior) framework as part of the BEST (Behavior Elementary Support Team). Tiered levels of support are generally defined by the ConVal School District and individual protocols and supportive measures are further defined and developed within the school buildings.

The paraprofessional role will be to support and collaborate to assist teams to implement effective targeted supports and interventions for students with social-emotional and behavioral needs. This includes, but is not limited to; behavior intervention services, instructional support. Individualized Educational Plan (IEP), 504 Plans.. Responsibilities may also include support and coaching for 1:1 paraprofessionals, and around proactive classroom management strategies and techniques.

QUALIFICATIONS:

• High School Diploma or equivalent

• Prefer experience working with students who have varied strengths/abilities/needs.

• Paraprofessional certification is desired but not necessary.

• Strong interpersonal skills.

• Positive, cooperative approach to problem solving.

• Ability to effectively communicate and collaborate with educators and teams adapting to a variety of classroom and school settings

• Knowledge of basic skills of operating systems of computers and assistive technology.

• Demonstrate organizational skills.

• Knowledge and training of child development principles and practices related to students with disabilities,, autism spectrum disorder and or behavioral and social-emotional needs.

DUTIES AND RESPONSIBILITIES:

This is a general list of job functions; it is not an exhaustive list of duties that may be assigned. Specific duties and responsibilities will differ depending on the assigned student or caseload.

• Maintains strict confidentiality

• Provides support and services to designated caseloads in a variety of settings, including but not limited to the classroom under the supervision and direction of the supervisor.

• Assists in teaching, modeling and coaching functionally equivalent replacement behaviors and skill acquisition.

• Assists in teaching, modeling and coaching behavior reduction protocols

• Assists with conducting fidelity checks as directed by the program administrator.

• Assists in monitoring and supporting the safety of students in various educational settings.

• Assists in crisis management using district supported policy

• Effectively communicates with the program administrator and other school staff.

• Effectively communicates with families, guardians and outside agencies as directed by the program administrator following district policy

• Communicates program concerns to supervisor and team.

• Supports individual and whole group instructional support plans (Tier 1, 2 and 3) as directed by the program administrator.

• Provides support to various school staff by modeling and coaching.

• The implementation of individual behavior support plans.

• Skill acquisition programs. (e.p. using discrete trial teaching, task analysis)

• Classroom management techniques

• Collecting and recording data on observable student behavior.

• Reinforcement procedures for both individuals and groups.

• Attends workshops and training as directed by the program administrator.

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED:

• Frequently stooping, bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.

• Occasionally kneeling, bending legs at knee to come to a rest on knee or knees.

• Frequently crouching, bending the body downward and forward by bending leg and spine.

• Occasionally crawling, moving about on hands and knees or hands and feet.

• Frequently reaching, extending hand(s) and arm(s) in any direction.

• Occasionally standing, particularly for sustained periods of time.

• Occasionally walking, moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.

• Occasionally pushing, using upper extremities to press against something with steady force in order to thrust forward, downward or outward.

• Occasionally pulling, using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.

• Frequently lifting, raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.

• Frequently fingering, picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.

• Frequently grasping, applying pressure to an object with the fingers and palm.

• Frequently talking, expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.

• Frequently hearing, perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations sound.

• Light work. Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.

• The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.

• The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work.)