Instructional and Behavior Paraprofessional- Dobie JH (C-4)

Reports to: Principal Days: 187

PRIMARY PURPOSE:

The Academic/Behavioral Instructional Assistant will be responsible for carrying out
the responsibilities of supporting students with academic/behavioral programming needs within the Department of Special Education.

QUALIFICATIONS:

Education/Certification:

• High School Diploma or GED
• Minimum three years' experience as a classroom instructional assistant
• Valid driver's license with driving record that meets District requirements
• Trained in Crisis Prevention institute (CPI) Non-violent Crisis Intervention preferred

Special Knowledge/Skills:

• Implement and model a comprehensive program of behavioral and social support for students challenging behaviors within the special education program.
• Knowledge of behavior and social skills intervention techniques and methodology
• Knowledge of data collection in the areas of IEP goals. accommodations, and services
• Knowledge of research-based interventions for working with students with autism spectrum disorders
• Ability to assist with training of adult learners
• Excellent organizational, interpersonal, and oral and written communication skills

Experience:

• Three years of experience working directly with students with developmental delays and/or challenging behaviors.

Major Responsibilities and Duties:

Program/Instructional Management -

• Collaborate with teachers to model and provide support to instructional staff in implementing BIPs and classroom management strategies.
• Work with school staff in teaching socially acceptable behavior to students based on individual needs.
• Participate as a membei of a multidisc1pl,nary team.
• Assist in developing structured classroom settings, specific intervention plans for students and assist in their implementation arid making materials/behavioral charts, etc.
• Conduct ongoing foilow up observations of progress or the behavior plan and services for specific students
• Collaborate with educators to develop effective programm,ng for students with communication concerns
• Keep behavioral instructional coaches mforrried of campus specific needs or concerns

Student Management

• Model crisis prevention and proactive intervention strategies for special education teachers/assistants and general education teachers, if appropriate
• Consult with teachers. instructional assistants, and other relevant individuals to assist in effective programming to meet individual student needs

Organization Improvement

• Analyze critical needs in assigned areas and work collaboratively to implement and improve programs
• Keep abreast of new developments in the field by reading professional literature, attending seminars and relevant training opportunities and discussing problems of mutual interest with others in the field.
• Compile, maintain and file all physical and computerized reports, records and other documents required.
• Follow district and department policies and procedures

Other Responsibilities

• Comply with policies established by federal and state law, including but not limited to the State Board of Education and local Board policy
• Perform all other duties as assigned

Mental Demands/Physical Demands/Environmental Factors:

• Maintain emotional control under stress.
• Regular district-wide travel to multiple work locations as assigned.
• Moderate lifting and carrying.
• Occasional need to manage student behavior through physical restraint
• Exposure to biological hazards
• Occasional prolonged or irregular hours

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.