Paraeducator III- (Special Edu Instructional Support)

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 disabilities in a classroom, community and/or vocational job site setting as assigned; implements behavior intervention strategies and plans of various technical complexity. 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 with 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. Maintain confidentiality of student information in accordance with legal requirements and policies. Perform 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 and Certifications Positions in the job class may be required to participate in a Registered Behavior Technician certification program for purposes of receiving the RBTT® 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 proficiency in reading, writing, mathematics for school‑age children. Ability to Learn and effectively implement behavior modification and intervention methodologies, including ABA fundamentals, discrete 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 a 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 in IEPs. 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. #J-18808-Ljbffr Conejo Valley Unified School District