Paraeducator 3 (Behavioral

Para educator 3

Employer:

Santa Monica-Malibu Unified School District

Salary: $23.22 - $29.65 Hourly

Location:

Santa Monica and/or Malibu, CA

Job Type: PERMANENT, 10-MONTH

This is a continuous recruitment. Interested applicants are encouraged to apply immediately. This recruitment is to maintain a six (6) month eligibility list for current vacancies and substitute opportunities. Positions are typically 4- 6 hours per day, Monday - Friday, during the regular school year. Under the general supervision of the Behavior Intervention Specialist, the Para educator 3 will provide intensive behavior intervention services and instructional support for students with exceptional needs as specified on the student's Individualized Educational Program (IEP), behavior plan, or health plan.

Services and support will be provided at the school.

The Para educator 1 is the entry-level position of the Special Education job family. All duties performed by a Para educator 1 may also be performed by a Para educator 2 and Para educator 3. The Para educator 1 will primarily provide non-intrusive medical health assistance, whereas a Para educator 2 may primarily provide intrusive medical assistance. The Para educator 1 may provide emergency specialized medical support and intervention, whereas a Para educator 2 may provide daily ongoing specialized medical support.

The Para educator 1 may occasionally provide basic behavioral support, prompting, or guidance, whereas a Para educator 3 may provide regular ongoing behavioral monitoring, data collection, assessment, and intervention.

Minimum Qualifications:

Must have a high school diploma or its recognized equivalent and ONE of the following:
Completed 48 units at an institution of higher learning OR Obtained an Associate's (or higher) degree OR Obtain a passing score on the District's Instructional Assistance (ESSA) written examination. Valid First Aid and CPR certification must be obtained within 60 calendar days of start date and maintained. Experience caring for the needs of individuals or groups with behavioral/social-emotional deficits is highly desirable.

The statements listed below are intended to describe the general nature and level of work being performed by employees in this position, and are not to be interpreted as an exhaustive list of responsibilities and qualifications required of personnel so classified. Reasonable accommodations will be made so that qualified employees can perform the essential functions of the job.

Representative duties include providing intensive behavior intervention services to designated students with exceptional needs in a variety of settings, assisting in managing behavior of children through use of a variety of reinforcement techniques, assisting in monitoring the safety of students in various educational settings, following implementation plan for intensive behavioral intervention services, providing guidance to children with severe handicaps to reinforce more acceptable social behaviors, providing assistance for the students with personal hygiene, self-reliance, and behavior modification, providing information to assist instructional personnel in developing or modification of behavior intervention including, but not limited to, individual and/or site-based behavior support plans involving behavior modification, reinforcement procedures, and Nonviolent Crises Intervention® (NCPI) strategies, providing input to instructional personnel for the purpose of behavior intervention, including but not limited to, strategies and learning materials for behavior modification plans, recording student progress including, but not limited to, data collection in a manner designated by the Behavior Intervention Specialist (BIS), providing assistance for the preparation of charts, records, graphs, or other displays of student performance data, providing assistance for the instruction of students on an individual or groups basis to reinforce academics and/or behavioral skills, tutoring students individually or in small groups to reinforce learning, in accordance with the Individualized Education Program (IEP), providing assistance to the students in proper usage of computer applications and related assistive technology, providing assistance for the scheduling of activities, working with students with special needs in all educational settings individually and/or in groups to provide instructional support (academic and functional) in, but not limited to, cognitive, gross/fine motor and adaptive behavior skills, vocational skills, social and leisure skills, and physical development and fitness, according to state standards, classroom objectives, and the Individualized Education Program (IEP), lifting/transferring students in and out of holding or locomotive devices, which can include on and off the bus, on and off the toilet, in and out of a wheelchair, in and out of a stander,…