Elementary Title I Funded Care Room BIA

POSITION TITLE: Title I Funded Care Room Behavior Intervention Aide
 

 
JOB OBJECTIVE
The CARE Room behavior intervention aide supports students' behavioral needs to increase functional independence and success in the school community. The CARE Room Behavior Intervention Aide works under the direct supervision of the site administrator. This position is responsible for providing immediate, in-the-moment support to students struggling with self-regulation, conflict resolution, and behavioral challenges. The aide will utilize Conscious Discipline strategies to guide students through emotional distress, teach executive functioning skills, and re-teach pro-social behaviors, empowering them to return to the classroom ready to learn.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES
 

1. Facilitate student de-escalation and self-regulation in the Care Room, utilizing the "Safe Place" and other Conscious Discipline tools (e.g., breathing techniques, calming strategies, I Love You Rituals, S.T.A.R. breathing).
2. Support classroom teachers to create, maintain, and restore a safe learning environment for all students.
3. Communicate effectively and regularly with classroom teachers regarding student behavior, interventions used, and strategies for successful re-entry to the classroom.
4. Ensure all Conscious Discipline tools and resources (e.g., feeling buddies, visual schedules, calming items) are readily available and properly utilized.
5. Accurately document student visits to the Care Room, including triggers, specific Conscious Discipline interventions applied, student responses, and outcomes.
6. Contribute to school-wide data collection on behavioral incidents to identify trends and inform preventative strategies.
7. Maintain student confidentiality in all documentation and communication.
8. Attend in-service training sessions.
9. Maintain required certifications.
10. Other duties as assigned

 
Length of Contract One hundred seventy-seven (177) contract days.
 
EVALUATION
 
Performance of The performance of this job will be evaluated by the site administrator in accordance with the provisions of the Board's policies and state law.
 
QUALIFICATIONS
Required

• School wide: Title I sites require Paraprofessional's have completed 48 semester hours of college coursework; or obtained an associate's (or higher) degree; or High School Diploma or General Education Degree (GED) and pass the Work Keys test with a bronze level or higher.
• Former experience with children, particularly special needs children is preferred.
• Previous Experience: At least one year of successful experience working with children with behavior challenges.
• Ability to work cooperatively with others, demonstrate self-discipline and initiative, and follow state and district guidelines

 
CERTIFICATES, LICENSES, REGISTRATIONS

• None required. Registered Behavior Technician certificate preferred

 
KNOWLEDGE & SKILLS

• Knowledge:

o Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.
o Ability to write reports, business correspondence, and procedure manuals.
o Ability to effectively present information and respond to questions from groups, staff, parents, and the general public.
o Ability to plan budgets and use the mathematical skills required to do so.
o Ability to maintain accurate records and support documentation for projects under the supervision of the position.
o Ability to define problems, collect data, establish facts, and draw valid conclusions.
o Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
o Ability to use a computer and computer-related programs and other technologies needed to perform essential job functions.
o Ability to apply knowledge of current research and theory.
o Ability to establish and maintain effective working relationships with students, staff, and the community.
o Ability to organize and chair or facilitate committees and meetings.
o Ability to communicate clearly and concisely both in oral and written form.
o Ability to perform duties with awareness of all district requirements and Board of Education policies.
 

• Basic Skills:
  • Constantly (More than 5.6 hours or 69% of the day): Speaking, Active Listening, Monitoring
  • Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Writing, Reading Comprehension, Complex Problem Solving, Active Learning, Critical Thinking, Learning Strategies, Mathematics
  • Occasionally (Up to 2.5 hours or 32% of the day):
  • Rarely: (Less than 1 hour or 12% of the day): Science

• Resource Management Skills:
  • Constantly (More than 5.6 hours or 69% of the day): Time Management
  • Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Management of Material Resources
  • Occasionally (Up to 2.5 hours or 32% of the day): Management of Personnel Resources
  • Rarely: (Less than 1 hour or 12% of the day): Management of Financial Resources

• Social & System Skills:
  • Constantly (More than 5.6 hours or 69% of the day): Coordination, Service Orientation, Social Perceptiveness, Systems Evaluation, Instructing, Persuasion, Judgement & Decision Making
  • Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Systems Analysis
  • Occasionally (Up to 2.5 hours or 32% of the day): Negotiation
  • Rarely: (Less than 1 hour or 12% of the day):

• Technical Skills:
  • N/A

 
SUPERVISORY
None
Supervisory Responsibilities 

• Supervisory Responsibility: N/A
• Supervisory Activities: N/A
  • Number of direct reports: N/A
  • Number of indirect reports: N/A

• Decision-Making Authority: Task Prioritization for the individual

• Customer Interactions: Moderate: interactions with immediate co-workers, department heads, school staff/administrators, vendors, and parents
• Budget Management:
  • Order supplies, staffing/payroll, federal program: No
  • Create or develop a budget: No
  • Manage or monitor a budget: No
  • Budgetary signing authority: No

• Asset Management
  • Manage district assets: No
    • Type of assets:
    • Approximate value/number of assets:
  • Responsible for safety/security of district assets: No
    • Type of assets:
    • Approximate value/number of assets:

 
WORKING CONDITIONS
The working conditions described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions
 

• Physical & Psychomotor Demands:
  • Constantly (More than 5.6 hours or 69% of the day): Hearing, Standing, Walking
  • Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Finger & Hand Dexterity
  • Occasionally (Up to 2.5 hours or 32% of the day): Sitting, Balancing, Crouching, Kneeling, Lifting, Multi-Limb Coordination, Pulling, Pushing, Reaching, Repetitive Motion
  • Rarely: (Less than 1 hour or 12% of the day): Climbling, Crawling

• Work Type:
  • Medium work: Continuous modest intensity, such as light pushing/pulling or normal walking. Exerting up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or a negligible amount of force constantly to move objects.

• Work Environment:
  • Every day risk and discomfort level: Inside Edmond Public School District facilities, outdoors during all types of weather, and in a variety of educational settings, playgrounds, and buses. Recognize and respond to crisis situations. Use of evidence-based techniques using de-escalation techniques and nonrestrictive interventions. Maintain regular contact with students, the general public, and other EPS personnel.

 
 
EEO Disclaimer
Edmond Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, military status, ancestry or genetic information (collectively, "Protected Classes").
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Edmond Public Schools reserves the right to change or assign other duties to this position.