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Job Summary

BEHAVIORAL SUPPORT PARAPROFESSIONAL JOB DESCRIPTION Position Title:

Behavioral Support Paraprofessional Job Goal:

The job of a Behavioral Support Paraprofessional is created for the purpose/s of providing specific and intensive support to students with behavioral challenges in accordance with comprehensive positive behavioral intervention plans and utilizing effective behavior management strategies through 1:1, small group, or whole group instruction; in addition to helping to implement components of the student's individual education program, collecting and maintaining documentation and performing a variety of duties as assigned to benefit the student's course of study and progress. Qualifications: High School Diploma or equivalent Have a proficient score on the Workkeys exam. Paraprofessional, Registered Behavioral Therapist, or any experience working with children preferred. Will be required to successfully complete certification in Protective Restraint Training, completion of 40-hour Behavior Technician coursework, and a passing score on the Competency Exam. Only two attempts will be permitted. The candidate if selected will be recommended as a Multi Disability Paraprofessional II and upon successfully passing all requirements within the allotted time frame (a maximum of 4 weeks) will transition to a Behavior Support Paraprofessional. Maintaining mastery of skills through program implementation with fidelity. Reports To:

Teacher, School Principal, School Administration and/or District BCBAs Salary:

To be determined commensurate with local salary matrix, credentials and experience. Performance Responsibilities: Demonstrates prompt and regular attendance. Working with individual or small groups of exceptional students to reinforce learning of material or skills initially introduced by the teacher. Assists the classroom teacher in the preparation and implementation of instructional programs in accordance with lesson plans, 504 plans, IEPs, and Behavior Intervention Plans (BIPs). Assists in data collection as prescribed by team members based upon IEP goals and Behavior Intervention Plans. Assists the teacher in devising special strategies for reinforcing alternative behavior or skills based on an empathetic understanding of individual students, their needs, interests, and abilities. Assists students in developing self-directed appropriate behavior and positive peer interactions through the use of the individual Behavior Intervention Plan, behavioral strategies and/or provided replacement behaviors. Guides student behavior using positive behavior supports, conflict-resolution techniques, restorative practice strategies, and behavioral interventions. Assists in maintaining a sanitary environment and handles body fluids utilizing universal protocols. Assists with the supervision of exceptional students at all times including but not limited to specialized events such as emergency drills, assemblies, play periods and field trips. Assists with lunch, snack, arrival, dismissal and clean-up routines. Assists with wash-up and toilet routines. Monitors the classroom during teacher's participation in IEP meetings or other activities/planning which requires the teacher to be out of the room. Alerts the teacher and BCBA to any concern, new maladaptive behavior or special information about an individual student. Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of certified teachers, faculty &/or staff. Maintains accurate and complete records of students' activities and behaviors, which may require the use of technology to enter student data, complete forms and reports. Observes confidentiality of students and student records and assists in maintaining the confidentiality and security of student information, records, materials and equipment. Obtains and maintains a high level of understanding of behavior management strategies/curriculum and implements appropriate positive behavior supports. Participates in school-related meetings and professional development/training as appropriate. Demonstrates competency in required job skills and knowledge, exhibits ability to learn and apply new skills, requires minimal supervision, displays understanding of how a job relates to others and uses resources effectively. Performs such other tasks and assumes such other responsibilities as assigned by the classroom teacher and/or district personnel. Required Knowledge, Skills, and Abilities: Ability to work with exceptional students and those with behavior deficits. Ability to maintain composure under stressful conditions. Ability to assume responsibility for supervising students, understand and carry out oral and written instructions. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Physical Demands: Frequently required to stand, walk, sit, talk &/or listen. Occasionally required to operate office equipment; reach or pick up items with hands and arms; and stoop, kneel, crouch &/or crawl. Must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision and the ability to adjust focus. The Employee needs to be able to discern where a sound is coming from and hear in a noisy environment. Occasionally will assist in physical management of students, when/where applicable. Work Environment:

The noise level in the work environment is usually moderate to loud. The employee must work with the public and other staff, continuously meeting multiple demands from several individuals. Terms of Employment:

Length of contract and salary will be established by the Board. Evaluation:

Performance of the job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Classified Personnel and through the district fidelity checklists by the district BCBAs.