RIVERS Behavior Support

JOB TITLE: RIVERS Behavior Support (RBS)

FLSA STATUS: Non-Exempt

UPDATED: FY2024

POSITION OBJECTIVES: To assist and supervise assigned special education students with intensive behavioral needs instructionallyemotionally and behaviorally in a classroom and community setting. To implement students individual educational programs and behavioral plans in a school based program AND in the inclusive general inclusion program (when applicable) individually and in a small or whole group setting. To play a supportive role in assessing the progress and needs of assigned students and participate in developing and modifying individualized behavioral and instructional programs.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Include the following. Other duties may be assigned.

Under the direction of a professional intensive specialist paraeducators will:

• Participate in specialized trainings provided by the school district or otherwise required.
• Adapt classroom material/methods as appropriate to meet the needs of students in consultation with the classroom and/or special education teacher.
• Participate in various community activities and field trips with students.
• Assist in the administration of informal assessments to determine student progress and/or level of achievement.
• Assist in developing compiling and organizing instructional materials under the direction of the classroom teacher or special educator.
• Play a supportive role in evaluating student progress problems and needs. Participate in developing formats for student instruction and teaching strategies and other activities as assigned. Conduct task analysis and data collection on student performance.
• Maintain working files and gather and record a variety of data related to student performance progress and behavior.
• Make photocopies order supplies and perform related office work.
• Participate in team meetings upon request to assist in developing student plans assessing and evaluating student needs and progress. Confer with teachers families and administrators as appropriate concerning various matters pertaining to the students.
• Administer first aid and CPR if necessary.
• Assist students physically as required. Such could include implementing non-aversive restrictive behavior interventions in accordance with established school district policy state regulations and protocols as necessary.
• Attend and participate in all relevant training sessions meetings and professional growth activities as requested and/or required.
• Assist with the transportation of assigned students as requested.
• Process routine communications such as parent logs permission slips meeting reminders staff meeting notices and the like.
• Implement instructional and behavioral programs for students under the general direction of classroom and/or special education teachers. This includes working with students both individually and in small groups in a variety of academic areas and life skills.
• Implement and practice behavior support plans and programs for and with students. Assist and/or instruct students in basic life and functional skills.
• Supervise student(s) in various settings.
• Implement or assist in implementing a variety of assistive and medical therapy as directed. These may include but are not limited to respiratory therapy physical and occupational therapy speech therapy and administering medications as needed under the direction of the school nurse.
• Keep detailed data on student progress in academic social-emotional functional and behavioral realms.
• Other related duties as assigned.

SUPERVISION RECEIVED: Direct to moderate technical supervision is received from a special education teacher. General supervision is received from the school principal director of special education services and/or the director of multi-tiered systems of support. Performs many duties independently.

SUPERVISORY RESPONSIBILITIES: No formal supervisory duties. May train assist and occasionally direct junior co-workers and parent volunteers but generally works along with those persons.

QUALIFICATIONS: To perform this job successfully an individual must be able to perform each essential duty satisfactorily in addition to the following:

• Education and Experience. A Bachelors degree in Education or a related field is preferred. One year of directly relevant experience in a school setting is desirable. Good working knowledge of children. Knowledge of children with disabilities and special education teaching methods preferred.
• Language Skills. Ability to read and interpret documents such as Individualized Education Programs (IEPs) behavioral support plans psychological medical and/or academic evaluation reports and educational curriculum. Ability to write routine reports and correspondence. Ability to speak effectively. Demonstrated broad knowledge of academic subject matter being taught to students is desired. Ability to provide effective instruction and receive constructive feedback.
• Mathematical Skills. Ability to calculate figures and amounts such as discounts interest commissions proportions percentages area circumference and volume.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Ability to use adaptive equipment and augmentative and alternative communication (AAC) preferred.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to identify precursors and regulate students in dysregulated situations.
• Communication & Interpersonal Skills. Ability to communicate courteously efficiently and effectively with a variety of individuals including students faculty administrators parents and representatives of outside organizations. Ability to work cooperatively and effectively with peers supervisors parents and outside agencies. Ability to show patience respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress.
• Other Qualifications. Experience working with children/adolescents. Training/experience working with students who have intensive special needs is desirable. Available to attend required or requested training meetings and professional growth activities outside of school hours (e.g. summers teacher in-service days and after-school). First aid and CPR training desirable. Ability to remain calm and efficient in responding to emergencies.
• Additional Competencies. The individual in this position must possess the following:

• Dependability - being reliable punctual responsible and fulfilling obligations.
• Self-Control - maintaining composure keeping emotions in check controlling anger and avoiding aggressive behavior even in very difficult situations.
• Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation - being pleasant with others on the job and displaying a good-natured cooperative attitude.
• Concern for Others - being sensitive to others needs and feelings and being understanding and helpful on the job.
• Attention to Detail - being careful about detail and thorough in completing work tasks.
• Integrity - being honest and ethical.
• Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace.
• Independence - guiding oneself with little or no supervision and depending on oneself to get things done.
• Social Orientation - preferring to work with others rather than alone and being personally connected with others on the job.

Frequency Code Description

Sometimes S activity may exist sporadically but not on a consistent basis.

Occasionally O activity exists on a consistent basis for less than 1/3 of the time

Frequently F activity exists from 1/3 of the time up to 2/3 of the time

Constantly C activity exists for 2/3 or more of the time

Not Applicable NA activity is not present in the position

PHYSICAL EFFORT AND STRESS. Employee must have the physical ability to perform the essential functions of the job as outlined above in addition to the following (Indicate appropriate code from above):

Frequency Code

Essential

Not Essential

SITTING

F

X

STANDING

F

X

WALKING

F

X

SEEING

C

X

HEARING

C

X

TALKING

C

X

DEXTERITY (hands/fingers)

C

X

USE OF COMPUTERS AND EQUIPMENT

F

X

LIFTING

up to 10 lbs.

F

X

10-25 lbs.

O

X

25-50 lbs.

O

X

50-100 lbs.

O

X

100 lbs.

O

X

CARRYING

up to 10 lbs.

O

X

10-25 lbs.

O

X

25-50 lbs.

O

X

50-100 lbs.

O

X

100 lbs.

O

X

BENDING/STOOPING

O

X

PUSHING/PULLING

O

X

TWISTING

O

X

CLIMBING

O

X

BALANCING

O

X

CROUCHING

O

X

KNEELING

O

X

CRAWLING

O

X

REACHING (i.e. overhead)

O

X

HANDLING

F

X

DRIVING

S

X

REPETITIVE MOVEMENTS (hands feet)

O

X

MANAGING STRESS

C

X

RESOLVING CONFLICTS

C

X

WORKING CONDITIONS/ENVIRONMENTAL FACTORS: All conditions common to a construction site for residential housing including but not limited to the following (Indicate appropriate code from above):

Frequency Code

EXPOSURE (dust dirt)

C

EXPOSURE (extreme heat non-weather flames)

S

EXPOSURE (extreme cold non-weather)

)

O

EXPOSURE (fumes odors)

O

EXPOSURE (viruses infectious diseases)

F

EXPOSURE (water)

S

EXPOSURE (hazardous equipment)

NA

EXPOSURE (chemicals hazardous materials)

O

UNEVEN TERRAIN

O

OUTDOOR WEATHER CONDITIONS

O

VIBRATION/NOISE

C

HEIGHTS

NA

Definitions - Physical Demands

Sitting: remaining in a seated position

Standing: remaining on ones feet in an upright position at a work station without moving about

Walking: Moving about on foot

Seeing: Perceiving with the eye

Hearing: Perceiving or listening to sound by ear

Talking: Articulating speaking or discussing using spoken words

Dexterity: Skill in the use of hands and fingers

Lifting: Raising or lowering an object from one level to another (includes upward pulling)

Carrying: Transporting an object usually holding it in the hands or arms or on the shoulder

Bending/Stooping: Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles.

Pushing: Exerting force upon an object so that the object moves away from the force (includes slapping striking and kicking)

Pulling: Exerting force upon an object so that the object moves toward the force (includes jerking).

Twisting: Rotating; moving to face in alternate direction.

Climbing: Ascending or descending ladders stairs scaffolding ramps poles ropes and the like using the feet legs and/or arms and hands.

Balancing: Maintaining body equilibrium to prevent falling when walking standing crouching or running on narrow slippery or erratically moving surfaces; or maintaining body equilibrium when performing gymnastic feats.

Crouching: Bending the body downward and forward by bending the legs and spine.

Kneeling: Bending the legs at the knees to come to rest on the knee or knees.

Crawling: Moving about on the hands and knees or ha

Reaching: Extending the hands and arms in any direction

Handling: Seizing holding grasping turning or working with hands

.

This general outline illustrates the type of work which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.