Paraeducator 3 (Behavioral)

Paraeducator 3

Employer: Santa Monica-Malibu Unified School District

Salary: $23.22 - $29.65 Hourly

Location: Santa Monica and/or Malibu, CA

Job Type: PERMANENT, 10-MONTH

Basic Function And Qualifications

This is a continuous recruitment. Interested applicants are encouraged to apply immediately. This recruitment is to maintain a six (6) month eligibility list for current vacancies and substitute opportunities. Positions are typically 4- 6 hours per day, Monday - Friday, during the regular school year. Under the general supervision of the Behavior Intervention Specialist, the Paraeducator 3 will provide intensive behavior intervention services and instructional support for students with exceptional needs as specified on the student's Individualized Educational Program (IEP), behavior plan, or health plan. Services and support will be provided at the school.

The Paraeducator 1 is the entry-level position of the Special Education job family. All duties performed by a Paraeducator 1 may also be performed by a Paraeducator 2 and Paraeducator 3. The Paraeducator 1 will primarily provide non-intrusive medical health assistance, whereas a Paraeducator 2 may primarily provide intrusive medical assistance. The Paraeducator 1 may provide emergency specialized medical support and intervention, whereas a Paraeducator 2 may provide daily ongoing specialized medical support. The Paraeducator 1 may occasionally provide basic behavioral support, prompting, or guidance, whereas a Paraeducator 3 may provide regular ongoing behavioral monitoring, data collection, assessment, and intervention.

Minimum Qualifications: Must have a high school diploma or its recognized equivalent and ONE of the following: Completed 48 units at an institution of higher learning OR Obtained an Associate's (or higher) degree OR Obtain a passing score on the District's Instructional Assistance (ESSA) written examination. Valid First Aid and CPR certification must be obtained within 60 calendar days of start date and maintained. Experience caring for the needs of individuals or groups with behavioral/social-emotional deficits is highly desirable.

Representative Duties, Knowledge, Skills, Abilities And Other Characteristics

The statements listed below are intended to describe the general nature and level of work being performed by employees in this position, and are not to be interpreted as an exhaustive list of responsibilities and qualifications required of personnel so classified. Reasonable accommodations will be made so that qualified employees can perform the essential functions of the job.

Representative duties include providing intensive behavior intervention services to designated students with exceptional needs in a variety of settings, assisting in managing behavior of children through use of a variety of reinforcement techniques, assisting in monitoring the safety of students in various educational settings, following implementation plan for intensive behavioral intervention services, providing guidance to children with severe handicaps to reinforce more acceptable social behaviors, providing assistance for the students with personal hygiene, self-reliance, and behavior modification, providing information to assist instructional personnel in developing or modification of behavior intervention including, but not limited to, individual and/or site-based behavior support plans involving behavior modification, reinforcement procedures, and Nonviolent Crises Intervention® (NCPI) strategies, providing input to instructional personnel for the purpose of behavior intervention, including but not limited to, strategies and learning materials for behavior modification plans, recording student progress including, but not limited to, data collection in a manner designated by the Behavior Intervention Specialist (BIS), providing assistance for the preparation of charts, records, graphs, or other displays of student performance data, providing assistance for the instruction of students on an individual or groups basis to reinforce academics and/or behavioral skills, tutoring students individually or in small groups to reinforce learning, in accordance with the Individualized Education Program (IEP), providing assistance to the students in proper usage of computer applications and related assistive technology, providing assistance for the scheduling of activities, working with students with special needs in all educational settings individually and/or in groups to provide instructional support (academic and functional) in, but not limited to, cognitive, gross/fine motor and adaptive behavior skills, vocational skills, social and leisure skills, and physical development and fitness, according to state standards, classroom objectives, and the Individualized Education Program (IEP), lifting/transferring students in and out of holding or locomotive devices, which can include on and off the bus, on and off the toilet, in and out of a wheelchair, in and out of a stander, push locomotive devices, and/or assist students with necessary physical aid appliances when trained by appropriate staff, accompanying or assisting students to and from, and/or on the school bus and/or other forms of transportation (such as public transit and taxis) including moving to and from activities on the school site and in off-campus and community settings, providing ongoing basic or emergency medical assistance to students as needed using appropriate equipment; including, but not limited to, first aid, CPR, and emergency injections or suppositories, assisting students with basic personal hygiene; hand washing, eating, toileting (including diapering) and other basic personal care needs, assisting in monitoring the safety of students in various educational settings, including assisting in basic emergency procedures, assisting teacher in the implementation of students' Individualized Education Plans (IEPs), emergency health care plans, and classroom/individual behavioral plans, assisting in the physical material preparation, instructional delivery accommodation, instructional modification, and implementation of lesson plans/instructional materials as directed by the teacher, assisting students in using computer applications and related assistive technology, assisting in monitoring of students' behavior, skills, and abilities, using basic note taking and data entry, communicating student progress to teachers and designated service providers through logs and other data collection methods, completing reports and records, such as accident and incident reports as needed, performing routine sanitation duties to ensure a clean environment by cleaning dishes, tables, toys, therapy equipment, and other commonly used materials, assisting with cleaning personal equipment, such as glasses, hearing aids, orthopedic devices, etc., attending trainings, workshops, and staff development meetings as required, performing related duties as assigned.

Knowledge includes child development principles and practices related to students with exceptional needs, especially with autism spectrum disorder and/or with behavioral, social-emotional deficits. Intensive Behavioral modification techniques and procedures. Oral and written communication skills; correct English usage, vocabulary, spelling, punctuation, and grammar. Basic instructional techniques and methods. Basic principles and practices of child development and child guidance. Basic child development as it relates to students with significant disabilities. State standards specific to grade level(s) assigned. Pertinent Federal, State and local laws, codes and regulations. Basic mathematics. Basic computer application practices (e.g., data entry). Basic assistive technology. Health-related Standard Precautions. Basic health and safety regulations (including First Aid and CPR procedures). Basic emergency procedures as they relate to obtaining professional medical and safety assistance. Personal hygiene practices. General needs, behavior, physical limitations, special needs and emotional problems of students who may require personal or health care. Basic behavior management techniques. Methods and techniques of lifting and moving children with physical limitations. Health and safety and basic first aid techniques, including CPR. Child guidance principles and practices as they relate to children with physical limitations. Safe practices in school and playground settings.

Core competencies include cultural proficiency – modeling communications and interactions that respect and include all individuals and their languages, abilities, religions and cultures. Customer focus – attending to the needs and expectation of customers. General physical ability – using strength, endurance, flexibility, balance, and coordination. Handling conflict – managing interpersonally strained situations. Mathematical facility – performing computations and solving mathematical problems. Oral communication – engaging effectively in dialogue. Professional & technical expertise – applying technical subject matter to the job. Reading comprehension – understanding and using written information. Self-management – showing personal organization, self-discipline, and dependability. Teamwork – collaborating with others to achieve shared goals. Writing – communicating effectively in writing.

Supervision And Working Conditions

General supervision is received from a certificated site administrator. No supervision is exercised. Working conditions include environment: May require sitting, stooping, crouching, standing, bending, climbing, squatting, kneeling, crawling, pulling, pushing, and walking to work with assigned students. Must have hand and finger dexterity to operate office equipment, learning aid, and instructional materials. May lift or move a student weighing up to fifty (50) pounds alone. Physical demands include running, reacting, and moving quickly; safely cleaning up body fluids and the ability to apply Crisis Prevention Institute (CPI) restraint techniques. Hazards include exposure to contact with blood and other bodily fluids. May be required to work with harsh and toxic substances, such as bleach.

Selection Procedures

The application process: To be considered for an employment opportunity with the Santa Monica-Malibu Unified School District, it is necessary for you to complete an official District Application and Supplemental Questions. Resumes will not be accepted in lieu of an application. The application is part of the examination process and is part of your total evaluation of qualifications for employment.

The examination process: For those candidates who meet the minimum qualifications, the examination process will consist of any one or more of the following: Training and Experience Evaluation, Written Test, Performance Test, and/or Structured Interview. Additional information