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.
DISTINGUINSHING CHARACTERISTICS BETWEEN RELATED JOB CLASSES
Positions assigned to the Paraeducator II job class are distinguished from Paraeducator I 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.
Some students served by incumbents in Paraeducator III class require constant attention and utilization of non-violent intervention training in order to ensure the student’s physical safety and that of other students and staff; the nature and severity of student disabilities may cause one to be accident prone, and/or present with assaultive or self-abusive tendencies that may cause serious injury to themselves or others.
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.
KNOWLEDGE & ABILITY REQUIREMENTS
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 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
Exercise sound independent judgment within general policy guidelines;
TOOLS/EQUIPMENT
In order to effectively perform the essential functions of the classification, an incumbent is subject to properly operating the following tools/equipment with or without reasonable accommodation and/or on-the-job training upon job entry.
? Operate a variety of office equipment including personal computers and job-specific software applications, and related peripheral equipment, including, but not limited to fax machine, copier, and printer.
ENTRANCE QUALIFICATIONS
Education/Experience
High school diploma 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; AND 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
WORKING CONDITIONS
Physical Demands
Level – Moderate / Performance of position duties/responsibilities is subject to frequent standing, walking, reaching, twisting, turning, kneeling, bending, squatting, and/or stooping, while performing duties requiring observing and implementing behavioral interventions with students with special needs and behavioral challenges; position is subject to exercising continuous manual dexterity (i.e., coordinated and/or precise movement of hands, arms and fingers) throughout a work shift to operate computer equipment and peripherals.
Environment/Hazards
? Indoor/outdoor school setting
? Working with students with aggressive behavior
PRE-EMPLOYMENT REQUIREMENTS
? California Department of Justice fingerprint check
? Tuberculosis screening
? Job knowledge/experience based selection tests to assess minimum job competency and placement on the eligibility list established for filling job vacancies in the job class.
DISCLAIMER: This classification description is not a complete statement of essential functions, duties/responsibilities, or requirements. Stated requirements are representative of the minimum technical and behavioral job competency requirements. District Administration reserves the discretion to add or modify typical duties of a position as necessary for effective department/site operation.
