FLSA CLASSIFICATION:Non-Exempt
COMPENSATION PLAN:Educational Support Personnel
PAY RANGE: Range 14
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SUPERVISOR: Director or designee
LAST UPDATED: 04/22/2023
JOB SUMMARY: Provide instructional and behavior support, assistance, and training both outside and within general education classrooms and special education classrooms. Train and implement special education and behavior plans for students with moderate to severe needs across multiple disability categories. Implement therapeutic procedures and programs prescribed by Special Education Liaisons. Assist school team in maintaining daily records of student progress and behavior. Train para-educators in side-by-side as well as structured training.
DUTIES AND RESPONSIBILITIES: The following tasks describe the basic functions of the job and represent the type of work performed. They do not constitute an exhaustive list of the duties and responsibilities performed on the job. The following frequencies and percentage of time spent are approximations only and are subject to flexibility dependent on organizational needs.

• Assist student's Individual Education Plan (IEP) team in creating and implementing (by modeling 1-1 with student and training staff) Behavior Intervention Plans, prescribed programs that adjust behavior management, communication systems, organization systems, and/or instruction/curriculum for students whose behaviors range from aggressive to moderately and mildly disordered. Support programs designed to increase student achievement, if applicable. [Daily, 40%]
• Provide direct behavior intervention services using sound behavior analytic techniques and practices (e.g. differential reinforcement, antecedent strategies, etc.). [Daily, 15%]
• Apply effective problem-solving skills through collaborative conversations with students, staff, parents/guardians, building administrators, and district liaisons. [Daily, 10%]
• Collect and document accurate data during instructional sessions to include skill introduction, acquisition and mastery, behavioral frequencies, antecedents, and consequences. [Weekly, 15%]
• Train staff to maintain daily records of student progress/behavior, and provide observation, data, feedback, and recommendations to the team. [Weekly, 10%]
• Monitor safety of students with behavioral challenges. Use appropriate techniques to prevent students from hurting themselves and/or others. Respond to unsafe behaviors including aggressions, self-injurious behaviors, and elopement. Following training and as delegated by a registered school nurse, accurately follow student medication delivery orders. [Weekly, 10%]
• Report weekly to district liaisons regarding student progress and communicate daily or as needed when difficult problems arise. May prepare special reports as needed. May collect data to inform IEP team about appropriate placement decisions. Attend IEP meetings as directed by BCBA. [Weekly, 10%]
• Provide formalized training for para-educators relevant to fulfilling their job duties (i.e. data collection, behavior management, organization systems, executive functioning strategies, etc.). [Annually, 5%]
• Perform other related duties as assigned or requested. [Daily, 5%]

MINIMUM QUALIFICATIONS: The minimum amounts of formal education, professional work experience, knowledge, skills, and abilities that must be met for a candidate to be considered for a position.

• High School Equivalency (HSE) diploma
• Work with special needs children in a paid program or licensed special education teaching experience
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Basic knowledge of Microsoft Office
• Basic knowledge of student instructional equipment including computers, adaptive equipment, augmentative communication devices, and other related equipment
• Basic organizational skills
• Intermediate critical thinking and problem-solving skills
• Intermediate oral and written communication skills
• Intermediate interpersonal relations skills
• Ability to work alone and collaboratively with others
• Ability to train and teach other employees to develop behavior data forms and Behavior Intervention Plans
• Ability to implement behavior modification techniques
• Ability to diffuse and manage volatile and stressful situations
• Ability to work one-on-one and in small groups with students
• Ability to stay abreast of strategies for students with ASD and special education curriculum
• Ability to maintain confidentiality in all aspects of the job
• Criminal background check and fingerprinting required for hire

MINIMUM CERTIFICATIONS AND LICENSES: The minimum certifications and licenses that must be met, valid, and unexpired for a candidate to be considered for a position.

• Completion of the Registered Behavior Technician® (RBT®) training
• Mandatory biennial Crisis Prevention Intervention (CPI) training provided by the District
• Medication administration training provided by the District as needed

PREFERRED QUALIFICATIONS: Any job-related formal education, professional work experience, knowledge, skills, abilities, certifications, licenses, and other criteria that are inessential and in addition to the minimum qualifications, certifications, and licenses.

• Associate's degree
• Experience working in a school district or educational setting
• Experience with implementing research-based methodologies (e.g. Applied Behavior Analysis [ABA], Treatment and Education of Autistic and related Communication Handicapped Children [TEACCH], Positive Behavior Intervention Supports [PBIS], etc.)
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• CPR/First Aid certification
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Ability to work in a transdisciplinary model

PHYSICAL AND MENTAL DEMANDS: The physical exertion, cognitive capacities, and work environments required to perform a position's duties and responsibilities.

• Light work strength level (lifting or carrying up to 25 pounds)
• Primarily works indoors
• Prolonged standing and walking
• Speaking and hearing
• Frequent bending and reaching
• Occasional lifting, pulling, and pushing
• Squatting
• Overhead work
• Eye/hand coordination
• Visual concentration
• May work outdoors when monitoring student activities
• May be required to perform physical restraint
• Normal school district environment