SpEd Paraprofessional - Behavior

Academy School District 20•Colorado Springs, CO

1d•$21 - $22•Onsite

About The Position

The SpEd Paraprofessional 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. The position addresses current student needs at Foothills Elementary School. If student needs change, the employee may be required to work at another school during the school year. The role implements student behavior plans, supports behavior management and crisis intervention, observes students and collects behavioral data, and communicates with teachers, special education teams, counselors, administrators, and families about interventions and progress. The employee also supports school staff when responsibility for behavioral programming transfers to a student's home school and monitors or consults on established behavior programs. Work is generally performed in a school setting and may include bus stops, transportation, community instructional settings, or a student's home during transitions. The environment may be quiet, moderate, or loud and may involve high classroom noise, conflict situations, or verbal or physical threats from students. The position requires scheduled school/work hours and may require extended hours or days as directed. This is a regular full-time position scheduled for 37.5 hours per week, 7.5 hours per day, for 176 days per year, Monday through Friday. The position requires frequent interaction with students, the public, and staff. Physical duties may include assisting with students' toileting, feeding, dressing, and transfers; physically restraining or escorting students when necessary; and lifting, pushing, pulling, or carrying up to 50 pounds. The role requires a high school diploma or equivalent. Compensation is $21.02–$22.07.

Requirements

High school graduate with a high school diploma or equivalent.
Ability to adapt to changing technologies and learn new equipment and systems.
Ability to communicate effectively verbally and in writing.
Ability to create, access, input, retrieve, and manipulate information in software systems.
Ability to establish and 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 interact with the public courteously and professionally.
Ability to maintain confidentiality and understand 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 education of students as a primary responsibility and ability to communicate effectively with students and adults in varied settings.
Computer proficiency, including office productivity applications.
Considerable knowledge of district policies, procedures, and functions; office methods and procedures; and special education, other educational programming, and applicable legal requirements related to assigned students' needs.
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; attention to detail; and strong interpersonal, written, listening, and verbal communication skills.
Student-centered and relationship-focused approach; ability to promote a positive climate, culture, and community.
Demonstrate citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness.
Willingness to be trained to carry out delegated nursing practices and to participate in ongoing training as required.
Ability to sit, stand, walk, stoop, kneel, and crouch or squat while performing duties.
Oral and auditory capacity for interpersonal interaction and use of communication devices; visual, hand, and finger coordination for equipment and writing utensils.
Ability to physically restrain a student in accordance with Nonviolent Crisis Intervention guidelines, escort students, and visually and auditorily monitor students.
Ability to lift, push, pull, or carry up to 50 pounds; safely lift 50 pounds per person in a two-person lift; and potentially lift more depending on assignment and student needs.
Ability to climb stairs, ladders, and/or stools; reach, hold, grasp, and turn objects; operate computer keyboards; and feel the shape, size, and temperature of objects.

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.
Directly 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, the special education team, counselors, and administrators to identify changes and progress in behavioral interventions.
Communicate concerns about the student's physical school environment, including the time-out area, to help ensure it supports successful behavioral interventions.
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 behavioral programming responsibility transfers to the student's home school.
Monitor and consult on established behavior programs transferred to staff at the student's school.
Meet students' physical and self-help needs, including toileting, feeding, dressing, and transfers.
Physically restrain or escort students when necessary, following applicable Nonviolent Crisis Intervention guidelines.
Perform visual and auditory monitoring of students in time-out and other locations.