Paraprofessional - Behavior Support Team

ConVal School District•Peterborough, NH

58d

About The Position

The BST Paraprofessional will assist, support and work under the direction and close supervision of teachers, administrators and other team members in providing educational benefit for students. Specifically, the paraprofessional will implement behavior intervention plans for students. They will work closely with a Board Certified Behavior Analyist (BCBA) and educational teams to implement strategies and plans for students in need of intervention. The paraprofessional will work across multiple elementary school buildings and/or provide intervention support in different locations depending on student needs throughout the school year. The Paraprofessional will implement, NOT DEVELOP, lesson plans provided by staff, teachers, consultants and teams. Sole responsibility for the supervision of students should not be assigned to Paraprofessionals. Paraprofessionals should work under the close supervision of a member or members of the instructional or administrative staff at all times.

Requirements

High School Diploma or equivalent
Ability to implement behavior intervention strategies, plans, and supports with fideility and consistency
Strong interpersonal skills.
Positive, cooperative approach to problem solving.
Motivated to work collaboratively with team members.
Knowledge of basic skills of operating systems of computers and assistive technology.
Demonstrate organizational skills
Knowledge of characteristics of behavioral disorders and appropriate interventions (CPI, LSCI)
Will participate and successfully complete district provided specific trainings
Frequently stooping, bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
Occasionally kneeling, bending legs at knee to come to a rest on knee or knees.
Frequently crouching, bending the body downward and forward by bending leg and spine.
Occasionally crawling, moving about on hands and knees or hands and feet.
Frequently reaching, extending hand(s) and arm(s) in any direction.
Occasionally standing, particularly for sustained periods of time.
Occasionally walking, moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
Occasionally pushing, using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
Occasionally pulling, using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
Frequently lifting, raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
Frequently fingering, picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
Frequently grasping, applying pressure to an object with the fingers and palm.
Frequently talking, expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
Frequently hearing, perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
Light work. Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.
The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.

Nice To Haves

Prefer experience working with students who have varied strengths/abilities/needs.
Highly Skilled with Behavior Intervention, Crisis Intervention, and the social-emotional needs of Middle School aged children is preferred
Paraprofessional certification is desired but not necessary.

Responsibilities

Reads, understands and implements behavior intervention and support plans
Facilitates participation of students in accessing the general curriculum
Gathers, collects and records data, on data sheets, related to goals, shares information, observations and insights with team members
Supports and implements the school's values and practices regarding instructional strategies, expectations for peer behavior, peer interaction and inclusion
Inform Educational teams, Classroom Teacher, and other district staff of student progress
Attends, participates and integrates information learned in weekly Paraprofessional meetings, team meetings/conferences into classroom as directed.
Maintains strict confidentiality regarding all student information.
Prepare educational materials as directed
Create substitute paraprofessional plans
Prepare Medicaid paperwork if necessary
Attend workshops and trainings as needed (7.25 hours of work per day)
Carry over of learned behaviors and skill, including the use of assistive technology, throughout the daily schedule as recommended by teaching staff
Work with students as assigned by administrator. Solve practical and clinical problems using learned techniques and skills, and within the scope of the current school district's policies.
Make independent judgments within the scope of respective job duties.
Proficiency in using PC computers and software including Windows, Microsoft Excel and Microsoft Word.
Read a variety of professional and educational journals and documents.
Knowledge of punctuation, formatting, spelling, and grammatical skills, and be able to apply these skills to reporting functions if needed.
Interact with people (staff, supervisors, general public, students, parents, and elected officials).
Adaptable to performing under minimal stress in the event of an emergency or crisis.
Performs school responsibilities as appropriate and/or assigned.
Provide any other assistance to students, directly related to the position as assigned by Special Education Teacher, Classroom Teacher and Administration.