Paraprofessional - Behavioral Support Special Education

Chisago Lakes School District · Chisago city, United States

Paraprofessional - Behavioral Support Special Education Substitute

Chisago Lakes Area School District 2144 is currently seeking applicants for a Paraprofessional - Behavioral Support Special Education Substitute position. This role is located at the Chisago Lakes Education Center (CLEC) and requires a candidate who is highly qualified as a special education professional in Minnesota. The salary for this position is Schedule C Step 1 - 8, ranging from $21.77 to $26.05 per hour, and the position is benefit eligible according to contract.

The Chisago Lakes School District is located approximately 35 miles northeast of downtown Minneapolis/Saint Paul. The District unites five historical communities with a tradition of excellence. Each community offers both a unique history and a contemporary charm of its own. The 165 square-mile district encompasses 24 lakes and the scenic St. Croix River Valley which creates many outdoor recreational opportunities for any outdoor enthusiast. The District serves approximately 3400 students (PreK-12) and their families.

CLEC is a school designed for students with special needs in the Chisago Lakes School District. Our students have high behavior, academic, and personal care needs. The program is a Setting IV Special Education Facility. CLEC supports students from Chisago Lakes School District, Rush City District, North Branch Area Schools, Pine City School District, Hinckley- Finlayson School District, and East Central School District. In Minnesota, students receiving special education services have an individualized education program (IEP) that describes the type and location of special education and related services provided. In the public-school setting, the Instructional Setting can range from Setting 1 to Setting 4. Setting 4 is the most restrictive environment provided by a public school district. Students in Setting 4 are in a public separate school facility for more than fifty percent of the school day, and it is not a residential Setting. Students with disabilities receiving services in Setting 4 need more intensive special education and related services than can be provided in a less restrictive setting. Setting 4 facilities have specific programs for students who meet eligibility under Autism Spectrum Disorder (ASD), Emotional Behavioral Disorder (EBD), and Developmental Cognitive Disabilities (DCD).

The Paraprofessional - Behavioral Support Special Education staff provides specialized, high-level behavioral intervention and administrative coordination within specialized special education programs (including Federal Setting IV environments). This role is part of a specialized tier of paraprofessionals responsible for implementing intensive behavioral protocols for students with significant social, emotional, and behavioral needs, while also providing program-level support including data management, staffing assistance, and compliance reporting.

The essential duties and responsibilities of this position include:

• Provide direct, high-intensity support and supervision for students in specialized behavioral settings and intervention rooms.
• Support students in meeting behavioral goals and program criteria, assisting them in developing the skills necessary for successful participation in the learning environment.
• Implement short-term intensive interventions and individualized behavior protocols as specified in student Individual Education Plans (IEPs).
• Escort students to and from specialized behavioral areas or classes as needed to ensure safety, supervision, and compliance.
• Assist students in regaining instructional control through the use of specialized de-escalation techniques and program-approved timeout/recovery processes.
• Deliver academic support and instruction in core subject areas in coordination with general and special education teachers.
• Collect, graph, and analyze behavioral and academic data for use in IEP meetings, conferences, and progress reports.
• Document student referrals to specialized behavioral settings and maintain required visitor and participation logs for program-related team meetings.
• Provide ongoing monitoring and feedback to professional teams, including psychologists, case managers, and teachers, regarding student progress and behavior data.
• Assist in the coordination and processing of data collection for regional education districts, including mandated state and federal reporting.
• Maintain and process specialized billing documentation and tuition agreement records.
• Serve as a specialized resource for other staff, sharing program-specific information and providing guidance on behavioral protocols and specialized software.
• Participate as an active member of various building-level behavioral support, recognition, or leadership committees as assigned.
• Assist with the logistical scheduling of paraprofessional substitute coverage and daily schedules to ensure appropriate staffing levels within specialized programs.
• Facilitate the scheduling and coordination of student-centered meetings and other due process activities between staff and families.
• Provide administrative support for specialized program logistics, including seasonal program registration assistance and special transportation coordination.
• Monitor non-instructional areas to provide proactive behavior management and support.
• Conduct specialized classroom observations (e.g., functional behavior or time-sample observations) as assigned by the supervisor.
• Provide backup support to the main office as needed, including assisting with building communication systems, answering phones, and supporting general office functions.
• Provide high-level administrative support to office staff during peak academic preparation and transition periods throughout the year.
• Maintain strict confidentiality as per mandated data privacy laws (FERPA) regarding student records and behavioral data.
• Attend and participate in required building/district meetings and specialized professional development.
• Perform other duties as assigned by administration.

The education, experience, and essential skills requirements for this position include:

• High School diploma or equivalent; at least two years of college credits or a passing score on the ParaPro/Paraeducator Assessment preferred; additional post-secondary education in Special Education, Psychology, or a related field is preferred; must be able to obtain and maintain required certifications for physical intervention and de-escalation.
• Minimum of three (3) years of experience in a special education setting, with significant experience working with students with emotional and behavioral disorders (EBD); demonstrated experience in data collection, reporting, or staff support tasks within a school setting.
• High proficiency with Microsoft Office and Google suite and capacity to master district-specific software and specialized special education data systems.
• Expert knowledge of behavioral intervention strategies, de-escalation techniques, and the ability to remain calm and effective in high-stress, potentially dangerous situations.
• Ability to work cooperatively and collaboratively with diverse staff, students, and families. Must be able to communicate clearly and effectively in high-traffic situations and effectively relay information.
• Superior organizational skills, proven ability to manage multiple priorities, and maintain a high degree of accuracy and detail in financial and record-keeping tasks.
• Strict adherence to mandated data privacy laws (FERPA) and ability to manage highly sensitive student information with utmost discretion.
• Able to lift 50 pounds.

The physical job requirements described here are representative of those an employee encounters while performing the primary functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary functions.

The standards of conduct and job performance for this position include:

• Employees must faithfully perform, at a professional level of competence, the services and duties prescribed by the District, regardless of whether such duties are specifically described in a job description, in a notice of assignment, or in another document.
• Prompt and regular attendance is an essential function of each employee's job.
• Employees must also comply with all lawful directives issued by the Superintendent or by any other individual with supervisory authority.
• In addition, employees must comply with all applicable federal and state laws and with all rules, regulations, and policies established by the District.
• Employees may not, directly or indirectly, engage or participate in any action or conduct that conflicts in any respect with the interests of the District.
• Toward that end, employees may not engage or participate in any action or conduct that is inconsistent with their job duties, the basic educational mission of the District, or the desired image of the District.