Special Education Behavior Paraeducator

Park County School District 6; Kentucky; On-site; USD 23,000 - 30,000; Full time

Job summary

Park County School District 6 seeks a Special Education Behavior Paraeducator to provide intensive behavior support to students, implementing behavior intervention plans under supervision. The role works with teachers and support staff to promote participation in academic and functional activities during the school day.

Responsibilities include one-to-one instruction, progress monitoring, and collaboration to ensure progress toward IEP goals.

Qualifications

• SKILLS required to perform multiple tasks with ongoing skill upgrades and use of standard office equipment.
• KNOWLEDGE includes basic math, reading manuals, writing to prescribed formats and presenting information.
• ABILITY to schedule activities, gather data, work with diverse groups, and maintain confidentiality.

Responsibilities

• Administers, under supervision, assistance for significant cognitive/physical needs.
• Assists students with disabilities in classroom activities and life skills.
• Attends meetings to obtain skills and convey information about student needs.
• Collaborates with teachers and staff to provide appropriate assistance.
• Confers with teachers to evaluate progress and implement IEP objectives.
• Instructs students one-on-one or in small groups toward IEP goals.
• Maintains instructional materials and student files for reliable information.
• Monitors students to ensure a safe and positive learning environment.
• Records observations and incidents for documentation and reporting.

Skills

Office equipment

Records management

Project planning

Data analysis

Assessment instruments

Meetings facilitation

Event promotion

Education

High school diploma

ABA/Behavioral Support training

RBT certification

Job description

Job Description

Park County School District 6

Purpose Statement

The Special Education Behavior Paraeducator will provide intensive behavior support services to students in district. They will work collaboratively with teachers and other support staff to implement behavior intervention plans for students that require consistent and significant behavioral support during the school day.

This job reports to Building Administrator and/or Director of Student Support Services

Essential Functions

• Administers, under supervision, assistance (e.g. suctioning, toileting, diapering, etc.) for the purpose of providing appropriate support for significant cognitive and/or physical needs (including medically fragile), developing daily living activities and behavior skills.
• Assists students with disabilities, under the general direction of the teacher, (e.g. reading to students, arts and crafts, classroom activities, individual assignments, accompany student to job site, etc.) for the purpose of providing an opportunity for them to participate in a variety of academic and functional (life skills) activities.
• Attends meetings as requested (e.g. inservice training, workshops, IEP's, etc.) for the purpose of obtaining skills and/or conveying information regarding student needs.
• Collaborates with teachers and other staff members for the purpose of providing efficient, necessary and appropriate assistance to students.
• Confers with teacher/s (special education and/or mainstream teacher) for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives.
• Instructs students with disabilities one on one or in small groups (e.g. math groups, providing proper examples, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of assisting students in accordance with their IEP goals and objectives.
• Maintains instructional materials and/or student files for the purpose of ensuring availability of items and/or providing reliable information.
• Modifies instructional materials or provides accommodations, under the direction of a teacher or Case Manager, in accordance with the student's IEP for the purpose of assisting and supporting students with disabilities in making progress toward IEP goals and having access to the general curriculum or extended standards, as appropriate.
• Monitors students (e.g. library, field trips, classroom activities, lunch room, bus, job sites, etc.) for the purpose of ensuring a safe and positive learning environment.
• Records observations and incidents relating to specific students for the purpose of providing documentation and/or communicating information to appropriate personnel regarding educational and functional progress.
• Responds to inquiries from staff (e.g. administrators, psychologists, teachers, counselors, staff, etc.) for the purpose of providing critical information regarding student's educational progress.

Other Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including utilizing pertinent software applications; preparing and maintaining accurate records; planning and managing projects; analyzing data; applying assessment instruments; facilitating meetings; and promoting activities and/or events.

KNOWLEDGE is required to perform basic math; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and solve practical problems. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: concepts of grammar and punctuation; college entry requirements; assessment instruments and techniques; cultural differences of student population; office equipment and technology; recordkeeping and record retention practices; Career Technical Education; Carl D. Perkins law; career planning process; and various assessments and data sources.

ABILITY is required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize specific, job‑related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: being attentive to detail; communicating with and relating to persons of diverse backgrounds; maintaining confidentiality; working with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working with detailed information/data; understanding, analyzing and explaining secondary education data; and successfully making presentations to diverse groups.

Responsibility

Responsibilities include: working independently under broad organizational guidelines to achieve unit objectives; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization's services.

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally the job requires 45% sitting, 25% walking, and 30% standing. The job is performed under conditions with some exposure to risk of injury and/or illness.

Experience: Education: Equivalency:

Minimum of high school diploma as well as formal training in theories of Applied Behavioral Analysis, or Behavioral Support Interventions and successful completion of the Registered Behavior Technician training course and examination for certification.

Required Testing:

District Proficiency Test or AA Degree or 60 college/university credits

Certificates and Licenses:

Registered Behavior Technician certification, as evidenced by completion of the RBT training course and examination, as well as participation in the district provided crisis intervention training.

Clearances:

Criminal Justice Fingerprint/Background Clearance