SpEd Paraprofessional - Behavior

Academy School District 20•Colorado Springs, CO

1d•$21 - $22•Onsite

About The Position

SpEd Paraprofessional - Behavior independently implements behavior programs as instructed by behavior coordinator and/or IEP team and models behavioral programming for staff members who work with students with behavior problems. Note: This position addresses current student needs at the specified school. If the current program/school should experience a change in student needs, the individual filling this position may be required to change locations to another school where needs are demonstrated. This could occur at any time during the school year. The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time. Reports consistently for work as scheduled Performs other duties as assigned Attains proficient or higher evaluations on established Performance Standards Obtains and maintains certifications necessary to support students with special needs Implements established student behavior plans in a neutral and professional manner Provides assistance in behavior management, to include appropriate utilization of Nonviolent Crisis Intervention techniques Performs direct observation of students in order to assist with functional behavioral assessment of students with behavioral problems Collects, maintains, and charts behavioral data on students per established plan with behavior coordinator Maintains regular communication with student’s classroom teachers, special education team, counselors, and administrators, to identify changes/progress in behavioral interventions Communicates issues regarding the physical setting of the student’s school environment, to include the time-out area, to help ensure that it is appropriate for maximizing successful behavioral intervention for the student Organizes and reports behavioral data for students receiving behavioral services at meetings with school staff and parents and in IEP team meetings Informs appropriate school staff and/or behavior program coordinator of progress, changes, problems, materials needed, etc. Assists staff members at school in performance of activities associated with student’s behavior program when responsibility for behavioral programming is transferred to student’s home school Monitors/consults regarding established behavior programs that have been turned over to staff members at the student’s school

Requirements

Ability to adapt to changing technologies and to learn functionality of new equipment and systems
Ability to communicate effectively verbally and in writing
Ability to create, access, input, retrieve, and manipulate information in various software systems
Ability to establish and maintain accurate record keeping, document management, and filing systems
Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
Ability to follow oral and written instructions
Ability to greet and interact with the public in a courteous and professional manner
Ability to maintain confidentiality
Ability to manage simultaneous demands and set clear priorities
Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
Ability to work independently without direct supervision
Commitment to the education of students as a primary responsibility
Communicates effectively with students and adults in a wide variety of settings
Computer proficiency including office productivity applications
Considerable knowledge of policies, procedures, and overall district functions
Demonstrated ability to manage simultaneous demands and set clear priorities
Demonstrated ability to work well with others in a team setting
Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
Demonstrates effective organizational and time management skills
Detail-oriented
Energetic, creative, innovative, flexible
Excellent cooperative, collaborative, and problem-solving skills
Knowledge of office methods and procedures
Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
Promotes a positive climate, culture, and community
Strong organizational, interpersonal, written, listening, and verbal communication skills
Student-centered and relationship-focused
Understanding of data privacy laws and their implications for the educational community
Willing to be trained to carry out delegated nursing practices
Willingness to participate in ongoing training as required
Ability to meet the physical and self-help needs of students (toileting, feeding, dressing, and transfers)
Ability to physically restrain, following the guidelines of Nonviolent Crisis Intervention, an acting out student
Ability to physically escort a student to various locations (i.e., time-out area)
Ability to perform visual and auditory monitoring of student while in time-out/various locations
Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.
The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.
High school graduate -high school diploma or equivalent

Responsibilities

Reports consistently for work as scheduled
Performs other duties as assigned
Attains proficient or higher evaluations on established Performance Standards
Obtains and maintains certifications necessary to support students with special needs
Implements established student behavior plans in a neutral and professional manner
Provides assistance in behavior management, to include appropriate utilization of Nonviolent Crisis Intervention techniques
Performs direct observation of students in order to assist with functional behavioral assessment of students with behavioral problems
Collects, maintains, and charts behavioral data on students per established plan with behavior coordinator
Maintains regular communication with student’s classroom teachers, special education team, counselors, and administrators, to identify changes/progress in behavioral interventions
Communicates issues regarding the physical setting of the student’s school environment, to include the time-out area, to help ensure that it is appropriate for maximizing successful behavioral intervention for the student
Organizes and reports behavioral data for students receiving behavioral services at meetings with school staff and parents and in IEP team meetings
Informs appropriate school staff and/or behavior program coordinator of progress, changes, problems, materials needed, etc.
Assists staff members at school in performance of activities associated with student’s behavior program when responsibility for behavioral programming is transferred to student’s home school
Monitors/consults regarding established behavior programs that have been turned over to staff members at the student’s school