SpEd Paraprofessional - Behavior

Academy School District 20•Colorado Springs, CO

1d•$21 - $22•Onsite

About The Position

The SpEd Paraprofessional - Behavior independently implements behavior programs as instructed by the behavior coordinator and/or IEP team and models behavioral programming for staff who work with students with behavior problems. This position addresses current student needs at Timberview Middle School. If student needs change, the employee may be required to work at another school during the school year. The role supports students with special needs by implementing behavior plans, assisting with behavior management, observing students, collecting and reporting behavioral data, and communicating with school staff and families. Work is generally performed in a school setting and may also involve bus stops, riding a bus with a student, or instructional settings in the community or a student’s home during transitions. The employee works scheduled school hours and may be directed to work extended hours or days. The position is full-time regular, 37.5 hours per week, 7.5 hours per day, 176 days per year, Monday through Friday. Compensation is $21.02–$22.07. The role is classified as non-exempt.

Requirements

High school diploma or equivalent.
Obtain and maintain certifications necessary to support students with special needs.
Ability to communicate effectively verbally and in writing, and to communicate with students and adults in a wide variety of settings.
Ability to create, access, input, retrieve, and manipulate information in software systems; computer proficiency including office productivity applications.
Ability to maintain accurate records, document management, and filing systems.
Ability to establish and maintain effective working relationships with supervisors, administrators, coworkers, staff, students, parents, and the public.
Ability to follow oral and written instructions and maintain confidentiality, including understanding data privacy laws and their implications for the educational community.
Ability to manage simultaneous demands, set clear priorities, and work independently without direct supervision.
Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities.
Commitment to the education of students as a primary responsibility; student-centered and relationship-focused approach.
Knowledge of district policies, procedures, and functions; office methods and procedures; and special education, educational programming, and associated legal requirements related to assigned students.
Demonstrated ability to work well with others in a team setting and strong cooperative, collaborative, and problem-solving skills.
Effective organizational and time-management skills; detail-oriented.
Willingness to be trained to carry out delegated nursing practices and to participate in ongoing training as required.
Ability to meet the physical and self-help needs of students, physically escort and restrain students when necessary, and meet the listed physical demands, including lifting or assisting with lifting.
Ability to work scheduled school/work hours and days and, when directed, extended school/work hours or days.

Responsibilities

Report consistently for work as scheduled.
Perform other duties as assigned and attain proficient or higher evaluations on established performance standards.
Obtain and maintain certifications necessary to support students with special needs.
Implement established student behavior plans in a neutral and professional manner.
Assist with behavior management, including appropriate use of Nonviolent Crisis Intervention techniques.
Observe students to assist with functional behavioral assessments.
Collect, maintain, and chart behavioral data according to established plans in coordination with the behavior coordinator.
Communicate regularly with classroom teachers, special education team members, counselors, and administrators about changes or progress in behavioral interventions.
Communicate concerns about the student’s physical school setting, including the time-out area, to help ensure it supports successful behavioral intervention.
Organize and report behavioral data at meetings with school staff and parents and at IEP team meetings.
Inform appropriate school staff and/or the behavior program coordinator about progress, changes, problems, and materials needed.
Assist school staff with activities associated with a student’s behavior program when responsibility for programming transfers to the student’s home school.
Monitor and consult on established behavior programs that have been transferred to school staff.
Meet students’ physical and self-help needs, including toileting, feeding, dressing, and transfers.
Physically escort students to locations as needed and visually and auditorily monitor students in time-out and other locations.
Physically restrain an acting-out student when necessary, following Nonviolent Crisis Intervention guidelines.