Paraeducator 3 (Behavioral)

Basic Function And Qualifications
Classified Employee's Salary Range: A-32
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.
Basic Function
Under the general supervision of the Behavior Intervention Specialist, the Paraeducator 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.
Distinguishing Characteristics Among Related Classes

The Paraeducator 1 is the entry-level position of the Special Education job family
All duties performed by a Paraeducator 1 may also be performed by a Paraeducator 2 and Paraeducator 3
The Paraeducator 1 will primarily provide non-intrusive medical health assistance, whereas a Paraeducator 2 may primarily provide intrusive medical assistance
The Paraeducator 1 may provide emergency specialized medical support and intervention, whereas a Paraeducator 2 may provide daily ongoing specialized medical support
The Paraeducator 1 may occasionally provide basic behavioral support, prompting, or guidance, whereas a Paraeducator 3 may provide regular ongoing behavioral monitoring, data collection, assessment, and intervention
Education
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
Additional Requirements/Information
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.
Representative Duties, Knowledge, Skills, Abilities And Other Characteristics
Note: 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

Provides intensive behavior intervention services to designated students with exceptional needs in a variety of settings, including but not limited to, the classroom, home and community under the supervision and direction of the Behavior Intervention Specialist
Assists in managing behavior of children through use of a variety of reinforcement techniques
Assists in monitoring the safety of students in various educational settings
Follows implementation plan for intensive behavioral intervention services
Provides guidance to children with severe handicaps to reinforce more acceptable social behaviors
Provides assistance for the students with personal hygiene, self-reliance, and behavior modification
Provides 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
Provides input to instructional personnel for the purpose of behavior intervention, including but not limited to, strategies and learning materials for behavior modification plans
Records student progress including, but not limited to, data collection in a manner designated by the Behavior Intervention Specialist (BIS)
Provides assistance for the preparation of charts, records, graphs, or other displays of student performance data
Provides assistance for the instruction of students on an individual or groups basis to reinforce academics and/or behavioral skills
Tutors students individually or in small groups to reinforce learning, in accordance with the Individualized Education Program (IEP)
Provides assistance to the students in proper usage of computer applications and related assistive technology
Provides assistance for the scheduling of activities
Attends trainings, workshops, and staff development meetings as required
Work 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)
Lift/transfer 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, push locomotive devices, and/or assist students with necessary physical aid appliances when trained by appropriate staff
Accompany or assist students to and from, and/or on the school bus and/or other forms of transportation (such as public transit and taxis) including moving to and from activities on the school site and in off-campus and community settings
Provide ongoing basic or emergency medical assistance to students as needed using appropriate equipment; including, but not limited to, first aid, CPR, and emergency injections or suppositories
Assist students with basic personal hygiene; hand washing, eating, toileting (including diapering) and other basic personal care needs
Assist in monitoring the safety of students in various educational settings, including assisting in basic emergency procedures
Assist teacher in the implementation of students’ Individualized Education Plans (IEPs), emergency health care plans, and classroom/individual behavioral plans
Assist in the physical material preparation, instructional delivery accommodation, instructional modification, and implementation of lesson plans/instructional materials as directed by the teacher
Assist students in using computer applications and related assistive technology
Assist in monitoring of students’ behavior, skills, and abilities, using basic note taking and data entry
Communicate student progress to teachers and designated service providers through logs and other data collection methods
Complete reports and records, such as accident and incident reports as needed
Perform routine sanitation duties to ensure a clean environment by cleaning dishes, tables, toys, therapy equipment, and other commonly used materials
Assist with cleaning personal equipment, such as glasses, hearing aids, orthopedic devices, etc.
Attend trainings, workshops, and staff development meetings as required
Perform related duties as assigned
Knowledge
JOB REQUIREMENTS:

Child development principles and practices related to students with exceptional needs, especially with autism spectrum disorder and/or with behavioral, social-emotional deficits.
Intensive Behavioral modification techniques and procedures.
Child development principles and practices related to students with exceptional needs, especially with autism spectrum disorder and/or with behavioral, social-emotional deficits.
Intensive Behavioral modification techniques and procedures.
Oral and written communication skills; correct English usage, vocabulary, spelling, punctuation, and grammar.
Basic instructional techniques and methods
Basic principles and practices of child development and child guidance
Basic child development as it relates to students with significant disabilities
State standards specific to grade level(s) assigned
Pertinent Federal, State and local laws, codes and regulations
Basic mathematics
Basic computer application practices (e.g., data entry)
Basic assistive technology
Health-related Standard Precautions
Basic health and safety regulations (including First Aid and CPR procedures)
Basic emergency procedures as they relate to obtaining professional medical and safety assistance
Personal hygiene practices
General needs, behavior, physical limitations, special needs and emotional problems of students who may require personal or health care
Basic behavior management techniques
Methods and techniques of lifting and moving children with physical limitations
Health and safety and basic first aid techniques, including CPR
Child guidance principles and practices as they relate to children with physical limitations
Safe practices in school and playground settings
Core Competencies

Cultural Proficiency – Modeling communications and interactions that respect and include all individuals and their languages, abilities, religions and cultures
Customer Focus – Attending to the needs and expectation of customers
General Physical Ability – Using strength, endurance, flexibility, balance, and coordination
Handling Conflict – Managing interpersonally strained situations
Mathematical Facility – Performing computations and solving mathematical problems
Oral Communication – Engaging effectively in dialogue
Professional & Technical Expertise – Applying technical subject matter to the job
Reading Comprehension – Understanding and using written information
Self-Management – Showing personal organization, self-discipline, and dependability
Teamwork – Collaborating with others to achieve shared goals
Writing – Communicating effectively in writing
SUPERVISION AND WORKING CONDITIONS
Supervision
General supervision is received from a certificated site administrator. No supervision is exercised.
Environment
WORKING CONDITIONS:
May require sitting, stooping, crouching, standing, bending, climbing, squatting, kneeling, crawling, pulling, pushing, and walking to work with assigned students. Must have hand and finger dexterity to operate office equipment, learning aid, and instructional materials. May lift or move a student weighing up to fifty (50) pounds alone.
Physical Demands
Other physical demands include running, reacting, and moving quickly; safely cleaning up body fluids and the ability to apply Crisis Prevention Institute (CPI) restraint techniques.
Hazards
Exposure to contact with blood and other bodily fluids. May be required to work with harsh and toxic substances, such as bleach.
SELECTION PROCEDURES
The Application Process
To be considered for an employment opportunity with the Santa Monica-Malibu Unified School District, it is necessary for you to complete an official District Application and Supplemental Questions. Resumes will not be accepted in lieu of an application. The application is part of the examination process and is part of your total evaluation of qualifications for employment.
The Examination Process
For those candidates who meet the minimum qualifications, the examination process will consist of any one or more of the following: Training and Experience Evaluation, Written Test, Performance Test, and/or Structured Interview. Additional information pertaining to the examination process will be emailed to those candidates who meet the minimum qualifications.
Examination Protests
Protest of any part of the examination process must be in writing and received in the office of the Director of Classified Personnel no later than five (5) working days from the date you were notified of examination results. All notifications are sent electronically via email. Any protest must include rationale to support the protest and must be based on illegal discrimination, abuse of discretion, or procedure/process error. We are not responsible for any incoming mail that is lost or misdirected after it has been entrusted to the US Postal Service.
Accommodation For Disabled
If you have a disability that may require an accommodation in any of these examination procedures, please notify the Personnel Commission in writing at the time you submit your application.
Establishment Of Eligibility List
This examination process shall be open to all qualified applicants and shall result in one integrated eligibility list. All eligibility lists shall be established in accordance with Personnel Commission rules and shall be established for a period one (1) year, unless otherwise noted, or until there are fewer than three (3) ranks of eligible candidates who are available. Candidates are placed on the eligibility list in rank order according to their final examination score. Final examination scores will not change, but ranking may change as other candidates are added or removed from the list.
Advanced Step Placement
Generally, new employees start at the first step on the appointed salary schedule. When filling a permanent vacancy, a new employee may request a higher salary placement based on having training and experience that greatly exceeds the minimum qualifications. An employee may submit a formal request for advanced step consideration on or after the first day of employment. Education transcripts, training certificates, and additional references may be requested for verification purposes.
How You Will Hear From Us
All correspondence and notifications regarding this recruitment will be sent to the email address you provide. It is your responsibility to review, follow instructions, and respond to information in a timely manner; as if it was a function of your job.
The provisions of this announcement do not constitute an expressed or implied contract, and any provisions contained in this announcement may be modified or revoked without notice.
Classification Established
June, 1977
Revised
August, 1981
June 13, 1994
February 21, 2006
September 19, 2006
September 2, 2008
December 10, 2013
March 10, 2015
April 14, 2015
June 15, 2022
IMPORTANT INFORMATION FOR
JOB APPLICANTS
ACCOMODATION FOR DISABLED: If you have a disability that may require an accommodation in any of these selection procedures, please notify the Personnel Commission in writing and attach your request to the completed application packet.
PREFERENCE POINTS: Seniority credit, based on length of service, is added to the final passing score of permanent employees. Veteran's credits are added for entry level examinations as follows: 5 points for non-disabled veterans; 10 points for disabled veterans. "Veteran" is defined as serving at least 30 days active duty during war or qualifying armed conflict. A DD-214 must be presented on or before date of the examination.
ELIGIBILITY LIST: Candidates who pass the examination will be placed in rank order on the eligibility list. Final selection will be made from the top three available ranks only. When a promotional and open eligibility list is established, the promotional list will be used first. Eligibility lists are usually established for one calendar year.
CONDITIONS OF EMPLOYMENT: All potential employees must provide evidence of their identity and authorization to work in the United States before they will be hired. State law requires employees to provide proof that they have had a recent negative tuberculosis test result. All new employees are fingerprinted and conviction records, if any, are checked.
SALARIES, MERIT INCREASES & ADVANCED STEP PLACEMENT: Salaries generally begin on the first step of the appropriate salary range. Permanent employees receive an increase after six months of continuous satisfactory service and equal raises based on merit at subsequent one year intervals for a total of five increases. Relevant experience and/or education in excess of entry requirements may permit employment at other than the first step. If employed at a higher step, salary increases are granted annually until reaching the end of the salary range.
BENEFITS: Permanent employees will receive paid holidays, sick leave, vacation and longevity benefits per bargaining unit contract or Personnel Commission Merit Rules. The District offers a comprehensive package of insurance benefits to full-time employees and their families, which includes major medical and dental. (Permanent employees who work less than full-time, but a minimum of four (4) hours will contribute an amount proportionate to the number of assigned hours for major medical and dental.) Employees belong to the Public Employees' Retirement System to which the District makes contributions approximately equal to those deducted from the employee's pay.
Assuring Equal Opportunities through the Merit System since 1938.
SANTA MONICA-MALIBU UNIFIED SCHOOL DISTRICT
PERSONNEL COMMISSION
1717 4th Street
Santa Monica, CA 90401
The Santa Monica-Malibu Unified School District does not discriminate based on actual or perceived sex, age, ancestry, color, ethnic group identification, gender, mental and/or physical disability, national origin, race, religion, sexual orientation, and a person's association with a person or group with one or more of these actual or perceived characteristics.
(Revised April 2008)
01
PLEASE READ THE FOLLOWING STATEMENT: Answer the following questions as truthfully and accurately as possible. The information you provide on the application and supplemental questions will be evaluated for minimum qualifications. Referring to your application/resume, listing "see resume", or incomplete responses will NOT qualify as a response to any question. Questions that are answered in this method will be considered INCOMPLETE and may result in DISQUALIFICATION. All experience, education, training, and certification must be included in your application in order to be considered. Any sign of deliberate misinformation or intentional exaggeration will result in disqualification from this examination process and possible bar from future employment opportunities with Santa Monica-Malibu Unified School District.

I confirm that I have read, understand, and accept the above terms.
02
Please read the following statement regarding compensation: New employees start on the first step (Step A) of their classification's salary range. Paraeducator 3 begins on step A: $23.22 per hour. On the first day of employment, new employees will be given 60 days to submit a formal request for advanced step placement. Employees who have experience and education that greatly exceed the minimum qualifications may be considered for placement on steps above A. ONLY INFORMATION ON YOUR APPLICATION WILL BE USED TO DETERMINE ADVANCED STEP PLACEMENT. Transcripts, certificates, and additional references or materials may be requested for verification purposes.

I confirm that I have read, understand, and accept the above terms
03
Select the option below that best corresponds with your employment status:

I am a current employee of SMMUSD
I am a former employee of SMMUSD
Neither of the above
04
If you are a current or former employee of SMMUSD, please list the year you were hired and your classification title(s).
If you are not a current or former SMMUSD employee, type N/A.
05
Select the option below that best describes your highest level of education completed : Please provide proof of your level of education completed by attaching a diploma and/or transcripts with this application for verification purposes. FAILURE TO PROVIDE PROOF OF EDUCATION WILL RESULT IN THE REJECTION OF YOUR APPLICATION AND/OR PREVENT YOU FROM MOVING FORWARD IN THE SELECTION PROCESS.

High school diploma or recognized equivalent
48 college semester units or 72 quarter units
Associate's degree
Bachelor's degree
Master's degree
Doctorate degree
None of the above
06
If you completed the required college coursework or a college degree, please list the name of the college(s) where they were completed. If you do not possess a college degree or completed less than the required semester or quarter units, please list "NA." Please do not refer to your resume or application. Responses not completed in full will result in an incomplete application.
07
Please read the following statement regarding qualifications: I understand that I must provide proof of my level of education completed by attaching a diploma and/or transcripts with this application for verification purposes. FAILURE TO PROVIDE PROOF OF EDUCATION WILL RESULT IN THE REJECTION OF YOUR APPLICATION AND/OR PREVENT YOU FROM MOVING FORWARD IN THE SELECTION PROCESS. Type your name below to indicate that you have read and understand the above statement.
08
Experience caring for the needs of individuals or groups with behavioral/social-emotional deficits highly desirable .
Please share any experience you possess working with individuals with behavioral/social-emotional deficits? In your response, be sure to include where you worked, who you worked with, and the dates when you obtained the experience.
If you do not have experience in this area, type N/A
09
Valid First Aid and CPR certification must be obtained within 60 calendar days of start date and maintained. Are you willing to obtain the required certifications?

Yes
I am already CPR and First Aid certified and my certifications are current
No
10
You may be required to regularly lift loads weighing up to 50 pounds. Are you willing to perform this task?

Yes
No
11
You may be required to lift or assist in lifting students on and off the bus, on and off the toilet, and/or in and out of a wheelchair. Are you willing to perform this task?

Yes
No
12
You may be required to assist students with hand washing, eating and toileting (including diapering). Are you willing to perform these tasks?

Yes
No
13
You may be required to assist students with special needs in a swimming pool. Are you willing to perform this task?

Yes
No
Required Question