Special Education SOAR Paraeducator (S10Q)- Mission HS

Sylvania; San Francisco (CA); On-site; USD 36,000 - 51,000; Full time

Job summary

San Francisco Unified School District is seeking a Special Education SOAR Paraeducator (S10Q) to support students with social-emotional and behavioral needs under supervision of a teacher/administrator. The role offers a permanent appointment and pays a base rate of $31.52 per hour.

Responsibilities include implementing evidence-based supports, collecting data, coordinating with teachers and ERMHS staff, and assisting in preparing instructional materials.

Qualifications

• Associates Degree or higher or 48 college units and a High School Diploma or CBEST required.
• One year of successful experience with students who have significant social-emotional and/or behavioral needs.

Responsibilities

• Assist certificated teachers and specialists in providing academic and social instruction.
• Collect behavioral data for analysis and collaborate with staff.
• Observe and support students with social-emotional and behavioral needs.
• Reinforce instruction and assist with learning materials and assignments.
• Attend required meetings such as SOAR staff meetings.

Skills

Collaborative

Communication

Problem solving

Education

Associate degree or higher

48 college units

High School Diploma

CBEST

Job description

Special Education SOAR Paraeducator (S10Q)

Special Education

Job Class: S10Q

Salary Range: $31.52/hourly base

Appointment Type: Permanent

Who We Are

The San Francisco Unified School District (SFUSD) is the seventh largest school district in California, serving more than 50,000 students who speak more than 44 documented languages across 130 schools in the city of San Francisco every year. We aim for every student who attends SFUSD schools to discover his or her spark, along with a strong sense of self and purpose, and that all students graduate from high school ready for college and career, and equipped with the skills, capacities and dispositions outlined in SFUSD’s Graduate Profile. Every day in our quest to achieve this mission we provide each and every student the quality instruction and equitable support required to thrive in the 21st century.

What It Means to Work Here

The SFUSD community is unified by our Core Values:

• Student-centered: We put students’ needs first
• Fearless: We persist through challenges
• United: We celebrate and build on each other’s strengths
• Social Justice: We stand with those most vulnerable in our community
• Diversity-driven: We respect and seek to understand each person

We are also inspired by Vision, Values and Guardrails which captures our aspirations and vision for the future of public education in San Francisco. Alongside the District’s strategic plan. SFUSD is reimagining how public education will change over the next decade to meet the dynamic future of San Francisco. As a CORE district, SFUSD is also a leader in critical systems change for more comprehensive school accountability and innovations that help strengthen the instructional core, which is the foundation of our strategic plan and Vision 2025.

Who We Want

We want talented people from diverse backgrounds and experiences, who are committed to and will champion our Core Values, are inspired by our mission steeped in equity, and who are motivated to unleash our children’s potential. We want people who are strong collaborators, skilled communicators, problem solvers and who are comfortable in a community of continuous learning.

Characteristics of Class

Under supervision of a teacher/administrator, employee assists in developing and implementing programs, which promote positive relationships between parents, community representatives, and school personnel. Employee acts as liaison between parent and community groups, teachers and other employees of the San Francisco Unified School District for the purpose of providing information and developing a better understanding among these groups. Employee works with Instructional Aides and volunteers. Employee performs related duties as required.

Some positions may require conversational and written skills in a specific language(s) other than English related to the needs of the assignment. An ability to translate and adapt materials to and from English into that language(s) may also be required.

Some positions may require that the employee furnish a certificate of clearance from the Department of Motor Vehicles in order to meet District insurability.

Distinguishing Characteristics

Under the direction of the school administration, assist certificated teacher and specialists in providing academic and social instruction and assistance to individuals and small groups of students with significant social‑emotional and behavioral challenges: Implement evidence-based and positive behavioral supports for students with social‑emotional and behavioral needs within a school based therapeutic program. Assist students in proactive problem‑solving skills, utilize and teach de‑escalation techniques, implement directed social, behavioral, and therapeutic learning experiences for individuals and groups, work collaboratively with teachers, mental health professionals, staff and entire team. Collect behavioral data for analysis consistent with students' Individualized Education Programs (IEP), collaborate with various staff members individually and in groups, provide program input, follow and Implement program recommendations. Assist students in developing various self‑help and self‑advocacy skills, including academic, behavioral, interpersonal, hygiene, community, vocational, and leisure/recreation skills in order to prepare students with IEPs to return to the general education setting, complete high school, and become productive members of society at the postsecondary level.

Example Duties:

1. Implement evidence-based and positive behavioral supports for students with social-emotional and behavioral needs in school
2. Implement social and behavioral learning experiences for groups and individual students
3. Be familiar with and help implement all students Behavior Intervention Plans (BIPs)
4. Reinforcement of positive behaviors
5. Collect data on behaviors as per student Behavior Intervention Plan
6. Facilitate and coach relevant social and problem‑solving skills to students
7. Participate as a team member in student evaluations and educational planning and implementation of approved behavior plans
8. Consistently and effectively utilize approved emergency intervention techniques and assist in development appropriate solutions to problems
9. Establish good rapport and cooperative working relationships with all members of the team and with students
10. Communicate with teachers and assigned Educationally Related Mental Health Services (ERMHS) therapist on a regular basis regarding student behavior
11. Attend required meetings such as SOAR weekly staff meetings and other meetings as directed by the site administrative staff
12. Provide program input, support program procedures, and implement program recommendations
13. Assist professional personnel in maintaining appropriate safety precautions and procedures for classroom, campus, transportation, recreational, and community based instruction through the implementation of school‑wide/classroom‑wide systems of behavior and Nonviolent Crisis Prevention Intervention
14. Observe and control group activities and behavior of students during according to established procedures
15. Escort students to various locations on school campus
16. Assist students in their understanding and comprehension of subjects taught to grade‑level peers in English Language Arts, mathematics, science, and social studies
17. Reinforce instruction as directed by the teacher or lesson plan and assist with preparation and presentation of learning materials and instructional exercises
18. Provide individual instructional assistance and remediation to students experiencing learning difficulty, explain errors, and answer questions
19. Assist in administering, correcting and recording student tests, essays, and assignments as directed and prepare homework packets as assigned
20. Perform all related duties as assigned

Knowledge, Skills and Abilities

Utilizes knowledge appropriate to satisfy the Distinguishing Characteristics of the class listed above, example of which may include basic understanding of working with social-emotional behavioral concerns, basic knowledge of social‑emotional‑behavioral disorders and interventions and appropriate safety precautions and procedures for all school settings and activities.

Minimum Qualifications

• An Associates Degree or higher OR 48 college units and a High School Diploma OR passing of CBEST and a high school diploma OR passing of the instructional aide exam and high school diploma
• One (1) year of successful experience working with students who have significant social-emotional and/or behavioral needs, i.e. direct student care or as an instructional aide working in a public school, nonpublic school or nonpublic agency setting

What We Offer

SFUSD offers a competitive salary of $30.90/hourly commensurate with experience in a similar position. We offer a comprehensive benefits plan including dental and vision plans, a defined benefit pension plan, disability, life insurance, flexible spending account options and vacation time. We also offer an inclusive and equity‑centered environment where we encourage staff to bring their whole selves to work.

Verification

Applicants may be required to submit verification of qualifying education and experience at any point during the recruitment and selection process. If education verification is required, information on how to verify education requirements, including verifying foreign education credits or degree equivalency, can be found at http://sfdhr.org/how-verify-education-requirements.

Note

Falsifying one’s education, training, or work experience or attempted deception on the application may result in disqualification from this and futurejobopportunities with the San Francisco Unified School District.

Non-Discrimination Policy

San Francisco Unified School District programs, activities, and practices shall be free from unlawful discrimination, harassment, intimidation, and bullying based on actual or perceived race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics. This policy extends to San Francisco County Office of Education, including community school programs and activities.

For more information about the District's non-discrimination policy, please review Board Policy 4030.