Paraprofessional - T.O.P.S. Program

Under the general direction of an assigned Principal, the Paraprofessional - T.O.P.S. Program (Therapeutic Opportunity Program & Supports) assists in providing instruction to a diverse range of individual or small groups of students who require more intensive social, emotional, and behavioral support in an Opportunity Classroom. This position reinforces instruction as directed by certificated general education teachers to assist students in excelling in reading, writing, and math and implementing District instructional goals and activities. The incumbents in this classification provide the school community and students with a safe, compassionate, and positive learning environment, which directly supports student learning and achievement.

The following alphabetical list of functions, duties, and tasks is typical for this classification.

Incumbents may not perform all the listed duties and/or may be required to perform other closely related or department-specific functions, duties, and tasks from those set forth below to address business needs and changing business practices.

• Assists in supervising students in the classroom, school campus, and field trips; attending field trips and special instructional activities to provide students access to high-quality learning options and a variety of activities; and accompanies students on the school bus as directed and as needed.

• Assists in implementing lessons and preparing instructional materials to provide high-level education for individual students; assists in setting up work areas as needed.
• Assists in observing students' curricular performance, records behavioral data and implements support activities as identified by the teacher; maintains daily records of student performance under direct supervision to assist students in achieving their personal best.
• Assist the classroom teacher to ensure the health and safety of students by following current health and safety policies and procedures; assists students in building self-esteem and demonstrating character and competencies for workplace success; assists students by providing proper examples, emotional support, friendly attitude, and general guidance.
• Assists with implementing positive behavior and trauma-sensitive intervention strategies for students; models identified behavioral techniques, including positive behavior interventions, co-regulations, and reinforcement strategies as determined by the teacher.
  
  
• Observes, monitors, and assists in emotional and behavioral crises involving students; and, as a last resort, provides physical management techniques according to approved CPI (Crisis Prevention Intervention) procedures as trained; provides input as requested following emergency behavioral incidents (Behavioral Emergency Intervention Report).
  
  
• Participates actively in and attends in-service, structured, and other specialized training related to, but not limited to, trauma-informed treatment techniques and strategies for working with behavioral and educational needs of students, positive behavior interventions, instructional curriculum, and other areas assisting the teacher in providing high-quality education to the students.

• Prepares materials for classroom use in a reasonable, timely manner.
  
  

• Provides support to teachers by setting up work areas, displays, and exhibits; operates audio-visual and educational training equipment; distributes and collects papers and supplies.
  
  

• Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit and the District, including various mandatory District trainings.

KNOWLEDGE, SKILLS, AND ABILITIES

(At the time of application)

Knowledge of:

• Special issues, needs, and requirements of students with severe social-emotional and behavioral needs
• Basic academic subjects taught in District schools
• Correct English usage, grammar, spelling, punctuation, and vocabulary
• Interpersonal skills using tact, patience, and courtesy
• Basic record-keeping techniques
• Safe practices in classroom and playground activities

Skills and Abilities to:

• Assist staff with instruction and related activities for students
• Assist a diverse range of students in developing emotional and self-regulation skills
• Communicate, understand, and follow both oral and written directions effectively
• Establish and maintain effective working relationships with a diverse range of people
• Operate instructional and office equipment
• Assist in planning and prioritizing learning activities to support the educational needs of students
• Communicate using patience and courtesy in a manner that reflects positively on the organization
• Actively participate in meeting District goals and outcomes
• Apply integrity and trust in all situations.
• Learn District organization, operations, policies, objectives, and goals

RESPONSIBILITY:

Responsibilities include working under limited supervision, following standardized practices and/or methods, and directing others within a work unit. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to affect the organization's services.

(At the time of application and in addition to the Knowledge, Skills, and Abilities listed above.)

EDUCATION REQUIRED:

High School diploma or equivalent AND completion of 48 units from a nationally accredited college or university, or A.A. degree or higher, or passage of a local assessment test that meets the Every Student Succeeds Act (ESSA) standards. Bachelor's degree preferred.

EXPERIENCE REQUIRED:

At least two (2) years of experience supporting students with social, emotional, and behavioral needs in an educational environment.

LICENSE(S) REQUIRED:

• Completion of Nonviolent Crisis Preventive Intervention training (CPI) within six months (failure to do so will result in termination)
• Completion of Registered Behavior Technician training (40-hour program) within six months (failure to do so will result in termination)
• Valid, current California Driver's License to travel to various school sites
• Valid CPR/First Aid certificates

CERTIFICATIONS AND TESTING REQUIRED:

• Pass the District's applicable proficiency exam for the job class with a satisfactory score
• After an offer of employment, obtain:
  • Criminal Justice and FBI Fingerprint Clearance
  • Negative TB test result plus periodic post-employment retest as required (currently every four years)
  • Pre-employment physical exam B through the District's provider at the District's expense

SALARY SCHEDULE:

Classified Salary Range: 28

Work Calendar: 204 Days

Work Location: Eastin-Arcola Elementary School

Work Hours: 7:45 am - 2:45 pm (6.5 hours/day)

*Materials Required:*

1. Completed application

2. Proof of High School Diploma or Equivalency (copy of official high school transcript OR copy of diploma is acceptable)

AND

3. Copy of official college transcript indicating the completion of forty-eight (48) units from a nationally accredited college or university, or A.A degree or higher, OR passage of a Paraprofessional local assessment

4. Valid hands-on First Aid/CPR Certificate (online certificates are not accepted)

5. Nonviolent Crisis Preventive Intervention training (CPI) (if completed)

6. Registered Behavior Technician training (40-hour program) (if completed)

**MUSD offers a local Paraprofessional assessment test. To be invited to take the assessment, you must complete an online application through this website. For more information, please contact Personnel Specialist Alejandra Venegas-Chaves at alejandravenegaschav@maderausd.org.*

*PC RULES 5.2.1.2 -5.2.1.2 - In-house employees will have first consideration for the position. If sufficient candidates are not available to complete the three ranks, the Personnel Commission will move to include outside candidates.

The examination process will include screening to ensure applications are complete and meet all minimum qualifications. No additional information will be accepted from applicants once the application has been submitted. Only the most qualified applicants who pass the minimum qualifications review will be invited to the examination process.

The examination process will include a competency examination (weighted at 100%). Those candidates achieving a minimum passing score of 70% or higher will be placed on the eligibility list and the highest ranks will be forwarded to the hiring authority for final interview and selection. The Eligibility List is valid for one (1) year from the certified date.

INITIAL TESTING TENTATIVELY SCHEDULED AS FOLLOWS:

COMPETENCY ASSESSMENT: TBD

PASSING THE EXAMINATION AND BEING PLACED ON THE ELIGIBILITY LIST DOES NOT GUARANTEE AN OFFER OF EMPLOYMENT

To move forward in the selection process, you must complete an online application through this website. Resumes may be uploaded but cannot be used in place of a completed application.

SUBMISSION OF APPLICATION: ONCE YOU HAVE SUBMITTED YOUR APPLICATION YOU WILL NOT BE ABLE TO MAKE REVISIONS TO YOUR APPLICATION MATERIALS.

When completing the application, please make sure you include ALLcurrent and previous employment in the Work Experience section of the application and complete ALL fields, including the name and contact information of your supervisors. The experience that is included in the resume but not in the Work Experience section of the application may not be considered for the purpose of determining whether you meet the minimum qualifications.

All required documents must be submitted by the applicant. Personnel Commission staff will not upload your documents for you. The examination process/examination date is subject to change as needs dictate. All communication regarding this process will be delivered via email to the email address listed on your application.

If you have any questions regarding the recruitment process, please contact Personnel Specialist Alejandra Venegas-Chaves, at (559) 675-4500 ext. 294 or emailalejandravenegaschav@maderausd.org.

ACCOMMODATIONS: Individuals with disabilities requiring reasonable accommodation in the selection process must inform the Madera Unified School District Personnel Commission Department in writing no later than the filing date stated on the announcement. Those applicants needing such accommodations should document this request including an explanation as to the type and extent of accommodation needed to participate in the selection process.

The Governing Board desires to provide a positive work environment where employees and job applicants are assured of equal access and opportunities and are free from harassment in accordance with the law. The Board prohibits district employees from discriminating against or harassing any other district employees and job applicant on the basis of the person's actual or perceived race, religious creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex, or sexual orientation. The following person is designated as the Title IX Coordinator:

Prince Marshall

Executive Director of Student and Family Support Services

1820 Howard Road, Madera, CA 93637

559-416-5826

Closing Date/Time: Mon, 10 Mar 2025

• 

• Madera Unified School District - Personnel Commission

• (559) 675-4500 Ext. 295

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