Instructional Assistant (Paraeducator) Behavioral Support

BASIC FUNCTION

Under general supervision of an administrator and general direction of a classroom teacher and specialists administers behavior management techniques specific to individuals with emotional disturbance Autism Spectrum Disorder (ASD) or severe intellectual disabilities who are exhibiting aggressive behaviors; uses de-escalation techniques and controls stimuli in the learning environment that may trigger students; implements supportive interventions; and performs other related duties as required.

DISTINGUISHING CHARACTERISTICS

The Instructional Assistant-Behavioral Support classification is distinguished from other instructional assistant positions by the advanced knowledge of behavior management techniques specific to individuals who have emotional disturbance Autism Spectrum Disorder (ASD) or intellectual disabilities. Incumbents of this classification would be assigned to students who are demonstrating severe behaviors as a result of their emotional disturbance ASD or intellectual disabilities.

MINIMUM QUALIFICATIONS

EDUCATION:

Consistent with No Child Left Behind Act of 2002 and other related legislation candidates for this classification must meet the following standards:

The equivalent of graduation from high school and one of the following:

1. Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education; Or

2. Attainment of an Associate of Arts degree or higher degree; Or

3. Meeting a rigorous standard of quality by receiving a passing score in an examination administered by the Personnel Commission which demonstrates the knowledge and ability to assist in instructing reading writing and mathematics.

Additional college-level course work directly related to this classification such as Psychology Child Development Special Education or a related field is preferred.

EXPERIENCE:

One year of experience working with special needs students in an instructional setting. Previous experience working with students who exhibit severe challenging behaviors that interfere with their progress academically and socially (i.e. severe self-injurious behavior aggression toward others) is highly desirable. Two years of education in Psychology Child Development Special Education or a related field may be substituted for one year of experience.

LICENSES AND OTHER REQUIREMENTS:

Possession of a valid CPR/First Aid certificate and any other certifications pertaining to this position at time of application and throughout employment*. Completion of ProACT training within the first 6 months of employment is required.

*Online-only certificates are NOT valid.

KNOWLEDGE SKILLS AND ABILITIES

KNOWLEDGE OF (Typically learned through formal training or education):

Characteristics of emotional disturbance ASD and intellectual disabilities specifically what causes individuals with emotional disturbance ASD and intellectual disabilities to manifest aggressive behaviors;

Child guidance principles and practices related to individuals with emotional disturbance ASD and

intellectual disabilities;

Behavior management strategies and techniques which are evidence-based for emotional disturbance ASD and intellectual disabilities;

Appropriate restraint procedures using ProACT techniques;

Applied Behavioral Analysis (ABA);

Emergency crisis management techniques;

Secondary-level academic subjects taught in District schools;

Correct English usage grammar spelling punctuation and vocabulary;

Record-keeping and report preparation techniques;

Effective communication skills;

Appropriate safety precautions and hygiene standards;

Heath and safety regulations;

First Aid and CPR.

SKILL TO (Typically attained through formal training or practice):

practice):

Follow the Behavior Support Plan (BSP) developed for the student;

De-escalate or redirect the student;

Recognize triggers for the students and adjust classroom or learning environment to control such stimuli;

Effectively use behavior management strategies and techniques specific for students with emotional disturbance ASD and intellectual disabilities;

Adapt to new procedures and conditions;

Assist students with personal care such as dressing and toileting;

Effectively utilize training received on the job;

Assist in the supervision of students in the classroom and outdoors;

Recognize and effectively assist in responding to emergency and/or hazardous conditions;

Perform First Aid and CPR;

Work closely with students exhibiting emotional and physical outbursts (i.e. hitting spitting swearing throwing objects; self-injurious behavior);

Keep pace with students who are exhibiting flight behaviors as necessary;

Perform ProACT techniques;

Collect data in the manner designed by the credentialed staff;

Document and maintain accurate daily written documentation of specific services performed;

Make accurate mathematical calculations;

Perform routine clerical support duties;

Operate standard classroom equipment telephones and computers.

ABILITY TO (Typically a personal quality attained without formal training education or experience)

Follow safety procedures;

Understand and carry out oral and written instructions;

Establish and maintain effective working relationships with students parents and District staff;

Work as a team;

Demonstrate an understanding patient warm and receptive attitude toward students with severe needs;

Maintain emotional control under difficult situations;

Communicate in a clear concise manner appropriate to the development stage of the student;

Communicate effectively orally and in writing;

Maintain confidentiality of student records.

PHYSICAL DEMANDS

Incumbents in this class must be able to stand for long periods of time; run or walk long distances and/or quickly for short distances to keep pace with students; ability to apply appropriate techniques to mitigate the threat of harming self or others which could involve evading blocking and restraining; sit kneel stoop/bend repeatedly; lift carry push and/or pull up to 50 lbs. unassisted and over 50 lbs. with assistance; use both hands and legs simultaneously reach over head pull hand over hand use fingers repetitively twisting or applying pressure with wrists or hands; have rapid mental/muscular coordination; maintain balance; have depth perception see to read small print and distinguish shades; must speak clearly and hear normal voice conversation; and use a telephone and a computer.

WORK ENVIRONMENT

Incumbents in this class work inside and outside in a multiple or single classroom environment; direct contact with students staff and public; work around foul odors loud noise; work with exposure to bodily fluids minor and/or major contagious illnesses; wear gloves; works in negative interpersonal situations (irate students or parents); may be subject to physical and emotional outbursts by students including such behaviors as kicking spitting scratching hitting biting or self-injurious behavior; and work with continuous interruptions and changing priorities.

The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.

GENERAL ESSENTIAL DUTIES

BEHAVIOR MANAGEMENT:

Applies behavior management and Applied Behavioral Analysis (ABA) techniques which are evidence-based for students exhibiting aggressive behaviors due to their emotional disturbance ASD or intellectual disabilities; implements supportive interventions designed to complement the students Behavior Support Plan (BSP); assists with social skill development techniques; recognizes the beginning signs of escalation and intervenes and redirects the student; adjusts classroom or learning environment to control stimuli that may trigger students; restrains volatile students appropriately using techniques learned in ProACT training; and follows the Behavior Support Plan (BSP) developed for the student.

INSTRUCTIONAL/CLASSROOM SUPPORT:

Explains and assures students understanding of classroom rules procedures assignments and homework instructions; assists students by answering questions and providing examples emotional support friendly attitude and guidance; provides feedback regarding student progress in attainment of individualized goals; confers with supervisors teachers and specialists to coordinate instructional efforts and implement Individualized Education Plans (IEP); utilizes appropriate methods of instruction to achieve goals and objectives set forth in the IEP; monitors observes and supports an individual or small group of students in a variety of settings for the purpose of maintaining a learning environment conducive to the implementation of each Individualized Education Plan (IEP); collects data prepares summaries and records anecdotal notes; implements program modifications; adapts class work/homework under the direction of the teacher and/or specialist; maintains confidentiality of sensitive and privileged information; initiates and receives phones calls; operates classroom equipment; sets-up work area decorates and sets-up displays; distributes and collects paper and supplies; and assists in preparing instructional materials.

STUDENT SAFETY:

Implements emergency crisis management techniques learned in ProACT training; keeps pace with students who are exhibiting flight behaviors; assists with student supervision in classrooms lunch rooms and various outdoor activities; escorts students to and from designated locations as assigned; attends and participates in a variety of trainings meetings and workshops to maintain current knowledge which includes developments in the field of special education ProACT techniques and emergency crisis management; provides assistance in self-help training in feeding grooming brushing teeth toilet training and changing diapers and other hygiene related tasks; provides assistance to students who use bus transportation as necessary; may push students in wheelchairs; may assist other Instructional Assistant staff in performing specialized health care procedures as assigned; administers first aid and/or CPR as necessary; and reacts effectively to emergencies.

The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.

RECRUITMENT TYPE: OPEN - Anyone may apply

CERTIFICATION TYPE: OPEN - Candidates who pass all testing stages will be placed on one eligibility list in rank order based on total score.

APPLICATION PROCESS

All applications must be submitted online. Applications and requests for testing will not be accepted after the recruitment closing date and time. Applicants may be rejected on the basis of an incomplete application or failure to meet minimum qualifications. The application is part of the selection process and is part of an overall assessment of acceptability for employment. All information provided is subject to independent verification of its accuracy. It is the responsibility of the applicant to provide correct contact information by which to be notified.

Note: You will eventually be disqualified in the recruitment process if you fail to disclose relevant information regarding your conviction history. It is the disclosure of the conviction that is most important in many cases.

SCREENING PROCESS

The screening process for this position which may be subject to modification will include some form of a(n): application screening initial qualifications screening documentation/certification screening and supplemental application screening. The stated qualifications for the position represent only the minimum requirements and do not guarantee qualification for examination or placement on an eligibility list.

EXAMINATION PROCESS

The examination may consist of any combination of a(n): training and experience (T&E) evaluation written knowledge test hands on/performance test structured panel interview situational judgement interview or other type of exam of fitness for duty. All parts of the examination process are job related. A passing score must be attained on each portion of the exam to advance to the next stage and ultimate placement on an eligibility list.

DISABILITY ACCOMMODATION

Requests for reasonable accommodations for the testing process must be made no less than two (2) days prior to the examination. Requests must be signed by your medical doctor school psychologist or learning consultant as appropriate and must be on provider letterhead and contain an actual signature.

EXAM PROTESTS

Protest of any part of the exam process must be in writing and submitted to the Personnel Director no later than five (5) working days from the date you participated in the exam. Any protest must include rationale to support the protest and shall include supporting documentation or references. Protests must be based on illegal discrimination abuse of discretion or procedure/process error. Protests should NOT be based on receiving unexpected results. We cannot be responsible for lost mail misdirected mail or failure of mail to be delivered after it has been entrusted to the U.S. Postal Service.

ESTABLISHMENT OF ELIGIBILITY

Candidates who are successful in all screening and testing stages will be placed on an eligibility list. Typically an eligibility list for a classification expires after six (6) months. Candidates on the expired eligibility list are no longer considered for positions within the class. Eligibility lists may be extended beyond one year or expire sooner than one year. Eligibility lists may be merged in which case candidate ranks may change.

SELECTION PROCESS

Candidates on the eligibility list will be called in rank order to participate in final selection interviews with the hiring manager until three ranks of candidates have accepted the invitation to interview. Ranks may include ties so more than three candidates may be called to interview for one vacancy. Please note that candidates will be removed from the eligibility list for declining the invitation to interview more than three (3) times.

OFFERS OF EMPLOYMENT

Official offers of employment are ONLY made by the Anaheim Union High School District Human Resources Classified Office. Offers are subject to satisfactory completion of ALL the pre-employment processing including: successful completion of a physical examination tuberculosis examination fingerprint clearance by the California Department of Justice and proof of eligibility to work in the United States.

ADVANCED STEP PLACEMENT

All new regular classified employees shall be paid in accordance with the salary range established for the class to which assigned. Initial placement will normally be the first step of the salary range. However a new employee may be provided with advanced step placement upon recommendation of the hiring manager and approval by Human Resources based upon:

A) Additional qualifying experience beyond that required for entry into the class.

B) Additional education at the college level when related to the position beyond the established educational requirements for entry into the class.

C) Difficulty experienced in the recruitment of candidates to meet the vacancy needs in the class.

BENEFITS

Benefits earned by all permanent classified employees:

-Leaves: Sick leave holidays bereavement and emergency leaves.

-Retirement: Classified employees are members of the Public Employees Retirement System (PERS). Employee contribution is 7% of gross earnings.

Benefits earned by all permanent classified employees working 20 hours or more per week:

-Insurance: The District provides medical dental vision care behavioral health and life insurance for the employees and their dependents.

EQUAL EMPLOYMENT OPPORTUNITY DISTRICT

Anaheim Union High School District prohibits unlawful discrimination against and/or harassment of District employees and job applicants on the basis of actual or perceived race color national origin ancestry religion age marital status pregnancy physical or mental disability medical condition veteran status gender gender identity sex or sexual orientation at a District site or activity.

GRIEVANCE PROCEDURES

Complaints alleging noncompliance with the Districts policy of nondiscrimination should be directed to:

Equity Compliance Officer (Employees)

Brad Jackson Assistant Superintendent Human Resources

Anaheim Union High School District

501 N. Crescent Way Anaheim CA 92801

Uniform Complaint Procedure Compliance Officer (Students)

Lorena Stout Program Administrator

Anaheim Union High School District

501 N. Crescent Way Anaheim CA 92801

Title IX Coordinator (Employees)

Amie Maya Director Human Resources

Anaheim Union High School District

501 N. Crescent Way Anaheim CA 92801

Title IX Coordinator (Students)

Lorena Stout Program Administrator

Anaheim Union High School District

501 N. Crescent Way Anaheim CA 92801

504 Coordinator

Adela Cruz

Director School Mental Health and Wellness

Anaheim Union High School District

501 N. Crescent Way Anaheim CA 92801

Title II Coordinator

Lauren Klatzker Director of Special Youth Services

Anaheim Union High School District

501 N. Crescent Way Anaheim CA 92801

The provisions of this bulletin do not constitute an expressed or implied contract. Any provisions of this bulletin may be modified or revoked and the job description may be changed at any time without notice.

FOR FURTHER JOB INFORMATION ABOUT THE ANAHEIM UNION HIGH SCHOOL DISTRICT PLEASE GO ONLINE TO