ABA-Based Paraeducator III: Student Support & Growth

POSITIONS TO BE FILLED FROM THE ELIGIBILITY LIST TO BE ESTABLISHED FROM THIS RECRUITMENT: (1) Permanent positions - 3, 5.5 or 6 hours(majority of positions are 3.0hr/day); (2) Substitute/On-Call 3hr/day positions WorkYear Length: School-Term (206 days/year - late August to mid June),

THE ELIGIBILITY LISTWILL BE VALID FOR 6 MONTHS

APPLICATION PROCESS

EXAMINATION PROCESS

Training and Experience Evaluation - Pass/Fail. Applications will be screened for best qualified applicants to compete in the competitive examination process. General Fitness Exam. The General Fitness Exam will consist of an online multiple choice examination assessing fundamental knowledge for the position. Structured Oral Interview. The Structured Oral Interview will be before a panel and contain questions that assess technical knowledge, experience, and one's general fitness for successful performance in the position. A total score will be computed using weighted scores on all testing components. Applicants must receive a passing score on the oral examination to be placed on the year-long eligibility list. The top 3 ranks (scores) on the eligibility list are eligible for the hiring interview for each vacancy in this classification within the life of the list.

BASIC FUNCTION

Under general supervision, works one-on-one and/or in small groups with and supervises assigned student(s) who have mild to moderate and/or moderate to severe learning, emotional, physical and/or behavioral disability(ies) in a classroom, community and/or vocational jobsite setting as assigned; implement behavior intervention strategies and plans of various technical complexity. DISTINGUISHING CHARACTERISTICS BETWEEN RELATED JOB CLASSES Positions assigned to the ParaeducatorIII job class are distinguished from ParaeducatorI and II job classes by the emphasis on knowledge and ability in implementing methodologies including, but not limited to: Applied Behavior Analysis (ABA), Discrete Trial Training, Pivotal Response Training (PRT), Social Stories, PECS, and TEACCH, de-escalation strategies.

REPRESENTATIVE DUTIES/RESPONSIBILITIES

Work with individual and small groups of students in a variety of instructional and adaptive skills areas based on individual needs, including but not limited to: generalization, stimulus control, sensory integration, functional skills, communications and language development skills, self-help, visual perception and academics including appropriate prompts to build independence. Utilize a variety of ABA methodologies including but not limited to, Discrete Trial Training, Picture Exchange Communication System (PECS) and Pivotal Response Training; prepare related instructional materials. Observe and manage behavior of students according to approved procedures; build motivation in students by rewarding performance of desired behaviors and completion of tasks with tangible or external reinforcement. Assist students with and demonstrate proper methods of physical care and personal hygiene including toileting, eating, grooming and dressing; capitalize on appropriate behaviors and establish favorable reactions to environmental cues. Prepare, maintain and input daily data, detailed case records, summaries, contact logs, notes and progress reports related to assigned students and activities; maintain confidentiality of sensitive and privileged information. Observe, monitor, collect data, and report progress regarding student performance and behavior to District staff; confer with supervisors, teachers and specialists to apply behavior modification and management programs. Accompany and monitor students in a variety of non-classroom activities including field trips and community-based outings that assist students with developing social and community skills; assist students on and off the bus as necessary. Assure the health and safety of students by following health and safety practices and procedures; administer First Aid and CPR. Attend a variety of meetings, workshops and in-service trainings to maintain current knowledge of developments in the field of special education; attend mandatory clinic meetings with IEP teams; Participate in student assessments as directed. Direct students in group activities as assigned. Maintains confidentiality of student information in accordance with legal requirements and policies. Performs other related duties as required. Education: Graduation from high school or the equivalent; completion of at least two years of study (48 semester or 60 quarter units) from an accredited college and/or university is highly desirable. Experience: A minimum of two (2) years of experience working with children with pervasive developmental disorders, emotional disturbance, and/or significant mental health disorders providing behavioral intervention therapy. Licenses/Certifications/Special Requirements Positions in the job class may be required to participate in Registered Behavior Technician certification program for purposes of receiving the RBTTM credential with the Behavior Analysis Certification Board. Incumbents must obtain a valid First Aid and CPR certificate within the designated probationary period for this classification and ensure the certificate is active at all times of employment. Valid California Class C Driver's License

KNOWLEDGE OF:

Non-violent crisis intervention techniques and principles; Behavior intervention strategies and techniques; Basic Applied Behavior Analysis techniques and services; discrete trial teaching techniques; Classroom procedures and appropriate student conduct; Child guidance and adolescent development principles and practices; Academic – reading, writing, mathematics proficiency for school age children

ABILITY TO:

Learn and effectively implement behavior modification and intervention methodologies, including ABA fundamentals, district trial training, and any other applicable techniques; Implement adopted behavior modification plans for assigned students, including data collection; Communicate clearly and effectively, both orally and in writing; Employ Non-Violent Crisis Intervention Techniques as appropriate on recurring basis; Prepare clear, concise and accurate reports, documentation and other written materials. Exercise sound independent judgment within general policy guidelines; Use tact and diplomacy when dealing with sensitive, complex and/or confidential issues and situations; Maintain an appropriate work pace to accomplish an acceptable volume of work. Adapt quickly to new students and to changes inIEPs Establish and maintain an effective working relationship with students and staff Recognize and report safety hazards Learn, understand, and apply applicable laws, rules, practices, and procedures Learn to use specialized instructional technologies Model communication and interaction that respect and include all individuals and their languages, abilities, religions, and cultures Exercise sound independent judgment within general policy guidelines; #J-18808-Ljbffr Conejo Valley Unified School District