2025-26 Paraeducator - Behavior Associate @ Timberline High School (One Year Only, 3-day Emergency)

Employment Begins: 2025/2026 School Year

8 hrs/day; 5 days/week; 189 days/year

*Registered Behavior Technician or Board

Certified Assistant Behavior Analyst certification

preferred.

PARAEDUCATOR

BEHAVIOR ASSOCIATE-GENERAL EDUCATION

STANDARD POSITION DESCRIPTION

Classification: Instructional Paraeducator Location: Assigned School(s)

Reports to: Principal or Principal Designee FLSA Status: Non-Exempt

Bargaining Unit: NTPA

This is a standard position description to be used for paraeducator positions with similar duties responsibilities classification and compensation. Paraeducators assigned to the position description may or may not perform all of the essential functions indicated in this position description.

This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

Part I: Position Summary:

The Paraeducator performs a variety of instructional and/or support duties to assist the school and teachers in instruction supervision and education of students without special needs in groups or one-on-one teacher to student situations. May work with students on an individual basis as well as small groups to complete assigned work. Keep students on task. The job of the Behavior Associate General Education is to assist in the implementation of services to students with significant behavioral social and possible academic needs. The Behavior Associate General Education will work across all K-12 schools to support school teams in implementation of Behavior Support Plans for individual students identified by school teams as requiring Tier 2/3 behavioral supports. The individual will work as a member of the Districts Student Support Team supervised by the Student Support Director and Specialists. The position will require inputting behavioral data and providing data to team members in order for them to assess individual student progress toward established behavioral goals. This position will also require teaching others to collect input and analysis data.

The District represents a diverse community with a population ofmore than 50% of students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the Districts diverse populations.

Part II: Supervision and Controls over the Work:

Paraeducators (Student Support) work under the day-to-day direction of the staff member(s) supported and under the direct supervision of the Principal Principal Designee or District Designee. Teachers and/or educational staff associates provide specific directions and oversight for supervision and/or instructional support. Paraeducators (Student Support) are responsible for being familiar with the school/district policies and procedures which govern their work and for acquiring and applying knowledge of Section 504 requirements.

Part III: Major Duties and Responsibilities (depending on specific assignment duties and responsibilities listed may include but are not limited to the following):

1. Works collaboratively by assisting teachers in assessment curriculum implementation student interactions enforcing safe behaviors and enhancing social growth of student in the classroom. Assist certificated staff in implementation of plans related to behavior social emotional learning and trauma informed practices to include but not limited to behavior support plans and social skill plans. Collect and communicate relevant data for the purpose of assisting certificated staff in evaluating students progress. Such assistance may be provided in regular education classrooms to all students and in one-on-one or small group situations.

1. Assists other personnel as may be required for the purpose of increasing staff capacity to implement identified student programs including instructional and behavioral plans. Participates in team meetings for the purpose of collaborating and sharing information. Keeps appropriate records and informs administration and staff of intervention outcomes and student or family contacts. Provides support for behaviorally challenging students in a variety of settings.

1. Participates in ongoing training around behavioral strategies PBIS social skills trauma informed practices and specific behavioral interventions that are provided to students who are determined to require additional supports to improve chances of school success.

1. Takes action or assist in taking action to restrain students who are at risk of harming themselves or others by following school/district approved restraint procedures.

1. Communicates with students parents and community members with respect and confidentiality and consistent with the direction and guidance of staff administrators and school/district policies and procedures.

1. Provides instructional support and tutoring to students in large groups small groups and one-on-one situations.

1. Documents behavior of students to assist teacher in assessing progress with education plans. Maintain or assist in maintaining student weekly progress reports.

1. Required to follow Board policies and stay abreast of updates and changes.

1. Performs Other Duties as Assigned: The duties listed above are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar related or a logical assignment to the position.

Part IV: Minimum Qualifications:

1. Minimum of a BA degree in education psychology social science or a related field or be a registered/certified behavior technician.
2. Prior job-related experience with school age children.
3. Related experience and/or specialized training in working with students with significant behavioral emotional or mental health disabilities.
4. Experience in providing group and individual intervention to students with behavioral challenges.
5. Documented competence in having worked successfully with students in a school setting.
6. Demonstrated knowledge of basic behavioral management techniques.
7. Demonstrated ability to use conflict resolution and crisis intervention skills.
8. Experience in teaching social skills and problem solving to students across grade levels.
9. Experience in working with students and families from diverse cultural ethnic and socioeconomic backgrounds.
10. May be required to be certified or to become certified in first aid CPR and/or operation of defibrillators.
11. Successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
12. Able to remain calm focused and in control when working with students parents guardians and community members who may be difficult and challenging to engage.
13. Able to follow written and verbal direction and take the initiative to seek clarity and take action when needed.
14. Be or become knowledgeable and supportive of classroom management and student discipline procedures.
15. Constantly exhibit command and proper annunciation spelling syntax and use of the English language to assist and model proper language usage by students.
16. Able to organize work and set priorities for accomplishing work in a timely and effective manner.
17. Able to protect the confidentiality of student information consistent with FERPA requirements and good judgment.
18. Able to work collaboratively and effectively with staff students parents volunteers and community members.
19. Ability to communicate effectively verbally and in writing.
20. Skill in the use office and computer equipment and use standard office software and student information system software.

Part V: Desired Qualifications:

1. Two years of experience that demonstrates the ability to work successfully with children in a learning environment. Education beyond the high school level may be substituted for experience on a year-for-year basis with thirty (30) semester hours or portion thereof considered one year or portion thereof of education and/or experience.

1. Bilingual skills.

1. Familiarity or willingness and ability to be trained in such special needs areas as Autism mental health Adverse Childhood Trauma bi-polar disorder ADHD etc.

Part VI: Physical and Environmental Requirements of the Position:

The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The employee must lift carry and/or move 50 pounds and may assist move or restrain students with greater weight when required to intervene in student safety issues; required to lift and position students and their special equipment such as wheelchairs.

While performing the duties of this job the para-educator is frequently required to sit lift carry move about hear and speak. Paraeducator may be required to perform extensive work at a computer display terminal or stand for longer than two (2) hours.

Specific vision abilities required by this job include close vision distance vision peripheral vision depth perception and the ability to adjust focus.

While performing the duties of this job the employee occasionally works in outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions fumes or airborne particles toxic or caustic chemicals. It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties.

The employee may be exposed to infectious disease as carried by students exposed to student noise and learning resource noise levels.

The employee may be exposed to aggressively student behaviors to include biting hitting kicking and throwing of objects. May be required to wear and utilize safety equipment designed to minimize the risk of injury to the employee and to the student.

The employee may be exposed to bodily fluids and waste while performing duties in life skills multi-handicapped and some one-on-one situations.

The employee may be required to travel in school owned or leased vehicles while supervising and assisting students.

Insurance Benefits

Employees who are anticipated to work 630 hours during the school year (September 1 through August 31) are eligible for medical dental vision long term disability and basic life insurance benefits.

North Thurston Public Schools benefits are administered by the Washington State Healthcare Authority under the School Employees Benefits Board (SEBB). Click on the link for information on available benefit options.

Retirement and Deferred Compensation

Eligible employees are required to be a member of the Washington State Department of Retirement Systems Plan. . For eligibility information check on the link to theDepartment of Retirement Systems web site.

Employees also have the ability to participate in tax deferred 403(b) and 457 Deferred Compensation Plans (DCP). These are supplemental retirement savings programs that allows you control over the amount of pre-tax salary dollars you defer as well as the flexibility to choose between multiple investment options.

Clink on the link for information on 457 plan (DCP) with the Department of Retirement Systems.

To enroll in an eligible 403(b) plan employees must consult with their own financial planner that is an approved vendor.

THIS IS A UNION POSITION

Equal Opportunity Employer

North Thurston School District does not discriminate in any programs or activities on the basis of sex race creed religion color national origin age veteran or military status sexual orientation gender expression or identity disability or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator and Title IX Officer: ; Section 504 Coordinator at Address for both: 305 College St. NE. Lacey WA 98516.

IMPORTANT INFORMATION: Effective June 11 1992 pursuant to Public Law 92544 all new employees must complete a satisfactory fingerprint and sexual misconduct background check. All employment is considered temporary until receipt of satisfactory check. Proof that the fingerprinting process has begun must be supplied to Human Resources prior to the first day of employment.