Paraeducator 2

The Maryland School for the Blind•Nottingham, MD

24d•Onsite

About The Position

Under the direction of program leadership, with direction from the Board Certified Behavior Analyst (BCBA), this role supports students and staff and helps facilitate and support individual Behavior Intervention Plans (BIPs), instructional interventions, and Individualized Educational Programs (IEPs). The position involves working with medically/developmentally/uniquely complex students from ages 5 to 21, with a spectrum of vision loss and additional needs.

Requirements

Requires a minimum of an Associate Degree, 48 college credits, or a ParaPro Assessment.
Must be at least 21 years of age.
Must complete all relevant specialized training programs, beginning with 40 in-person training hours.
Must demonstrate competency in relevant areas.
Must demonstrate comprehensive knowledge of computers, Microsoft office, and Google Suite.
CPR/First Aid Certification.
Therapeutic Crisis Intervention (TCI) Training completed.

Nice To Haves

Bachelors degree preferred.
General knowledge of: visual impairment/blindness relative to testing and social-emotional development; behavioral management techniques used with students with multiple disabilities; IDEA regulations and service implications; MSB policies and procedures.
Basic knowledge of MSDE regulations regarding the provision of psychological services.
Other similar training as needed.

Responsibilities

Implements and supports instructional components based on Applied Behavior Analysis (ABA).
Utilizes data collection procedures and assists with protocols for data analysis.
Provides instructional and behavioral support to students.
Provides evidence based instructional support and assistance to the BCBA, Behavior Specialist, and team members who are implementing the BIP and instructional interventions for students.
Supports teachers and other members of the instructional team in preparing instructional and behavioral support materials for students.
Provides support for students transitioning to other classrooms by modeling, coaching, and providing feedback to the school-based team.
Collects student-specific data and provides support to others to assist in tracking student progress and maintaining data; this may include entering data into graphing tools and updating graphs.
Conducts necessary informal assessments (e.g., preference assessments).
Attends and presents data at relevant meetings.
Assists with physical behavior management as needed.
Assists with toileting and hygiene routines as needed.
Assists students with travel skills and concept development.
Utilizes augmentative communication devices.
Uses and assists students with use of computers, iPads, and other forms of technology.
Performs additional duties as assigned.