Assist special education teachers and staff in developing, implementing and evaluating individualized behavior programs that enhance each student’s social, emotional and academic success.
- Demonstrate effective behavior management strategies.
- Use positive interventions correctly.
- Implement various levels of behavior management ranging from verbal prompts to physical interventions as needed.
- Complete necessary paperwork.
- With guidance from the teacher, implement lessons and tasks required by the teacher, using appropriate teaching strategies.
- Model appropriate classroom conduct and work habits.
- Use appropriate verbal and physical behaviors with other staff and students.
- Keep personal work area orderly and accessible.
- Model appropriate coping and problem solving strategies.
- Assist in the development and implementation of behavior program.
- Participate in the development of behavior plans.
- Collect data on students’ target behaviors and replacement behaviors.
- Participate in the evaluation and revision of behavior plan.
- Work cooperatively with the teacher and other staff members.
- Record student performance on the appropriate data keeping forms.
- Assist teacher in creating a physical environment favorable to student achievement.
- Inform teacher of any student problems or needs which should be communicated to parents.
- Participate in classroom meetings, debriefings, and training sessions, e.g.
- Crisis Prevention Intervention, CPR/1st aide, conferences and workshops for ongoing professional skills enhancement.
- Select classroom materials appropriate to IEP goals and objectives
- Develops and maintains understanding of individual students, their needs, interests, abilities, and disabilities.
- Participate in IEP meetings as necessary.
- Oversee special education program if situation arises which demands attention of special education teacher.
- Maintain confidentiality in regard to information about Special Education students, following all FERPA policies and Laws.
- Maintains a high level of ethical behavior and confidentiality.
- Complete computerized MIPS forms on a monthly basis
- Monitor student’s behavior inside and outside of the classroom. Accompany students to and from class if needed
- Implement student modifications
- Reinforce therapy goals and skills
- Develop and maintain understanding of individual students, their needs, interests, abilities and disabilities.
- Maintain professionalism when working with families. Refrain from becoming personally involved outside of school.
- Perform other job related duties as assigned.
JOB EXPECTATIONS:
- Ability to work effectively under time constraints.
- Ability to comply with District’s attendance standards.
- Maintain a well-groomed appearance.
- Be a team player and get along well with others.
- Be highly organized with the ability to multitask.
- Be detailed-oriented and self-motivated.
- Have excellent communication skills.
- Have an excellent memory and ability to function well under stress.
- Demonstrate flexibility, common sense, and good judgment.
- Read and interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
- Effectively present information in one-on-one and small group situations.
- Ability to operate specific equipment or tools.
- Must be 18 years of age
- High School graduate or equivalent
- Completed at least 2 years of student at an institution of higher education; obtained an associate’s (or higher) degree; or met the State Paraprofessional Academic Assessment
- Knowledge of special education disabilities and classifications, process and laws preferable
- Ability to relate well to children and adults
- Good written and oral communication skills.
- Current First Aid and CPR certification
- Knowledge in all academic areas
- Computer skills
- CPI certification
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions as determined by the District.
Positions for this class typically require: stooping, kneeling, crouching, reaching, standing, walking, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions. Medium Work: Exerting up to 50 pounds of force occasionally, and /or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions as determined by the District. The noise level in the work environment is usually moderate. Incumbents may be subjected to odors and extreme temperatures.
Received from: Principal/Teacher
Given to: Students
EVALUATION: Annually by the School Principal
FLSA: Hourly Grade: 17
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