SUBSTITUTE -Paraeducator II

RECRUITMENT DETAILS

This posting has been established to accept applications for as-needed, on-call substitute opportunities within the following Paraeducator II classification. Applications will remain on file and qualified candidates may be contacted as substitute assignments become available during the current school year.

If you are having difficulty applying on-line, you may contact the Applicant Support Line, Monday through Friday from 6:00 am to 5:00 pm. (855) 524-5627. Position Scope / Essential Job Functions The Substitute Paraeducator II position is on call, as needed, to fill in for employee absences, vacancies, or limited term assistance. Examinations and Interviews are scheduled based on substitute demand. You will receive an email notification when we are ready to move forward with the next step in the recruitment.

Below is a summary of the basic function of the position and scope of responsibilities. For a complete job description ( classification specification ), including a list of typical duties, and required skills, knowledge and abilities, please click here or visit the Classified Human Resources Office. Classification specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job. Under the immediate supervision of an assigned supervisor and general direction of a classroom teacher, specialist or therapist, assists in providing academic, behavior and social-emotional supports to individual or small groups of students to enhance learning. Monitors and reports student progress according to state standards, classroom objectives and the individualized education program (IEP), including health and/or behavioral plans. Assists students in developing various self-help skills, including hygiene, toileting, eating, social, community and leisure/recreational skills. Provides non-intrusive medical health assistance and/or emergency specialized medical support.

Distinguishing Career Features PARAEDUCATOR II

Assignments within this job classification may be allocated across various general education and special education programs within the District, including mild/moderate classroom environments. Advancement to level III requires more advanced knowledge, skill, and ability to work with special student populations or in specially recognized skill areas. NCPI (Non-Violent Crisis Intervention), First Aid and CPR certifications required.

SELECTION AND EXAMINATION DETAILS

TESTING INFORMATION The examination process may be comprised of multiple choice exam, performance assessment, computer skills exam, or any combination of assessment appropriate to determine technical ability to perform the duties listed in the job description.

Step 1: Application Screening (pass/fail) Applications will be screened for minimum qualifications, meeting Every Student Succeeds Act. Applications will be evaluated and ranked according to criteria that most closely meets the needs of the department, so it is essential that applicants provide as much detail as possible and answer all parts of the application , including work experience, the supplemental questionnaire and attach the necessary education documents . If there is a high number of qualified applicants, a comparative screening will be conducted to determine which of the applicants will be selected for invitation to the performance examination. Once your application is screened, you will receive email communication. Step 1. Minimum Entrance Qualifications Step 2: General Assessment Exam - remotely administered (weighted 100%)

All applicants must achieve a passing score in each part of the examination process in order to be placed on the eligibility list and be eligible for a final interview.

HEALTH & WELFARE Plan Choices Include

• Anthem CDHP PPO 90 with optional health savings account (HSA)
• Kaiser Permanente CDHP DHMO with optional health savings account (HSA)
• Anthem PPO Medical
• Kaiser Permanente HMO Medical
• Cash-in-Lieu option: Full-time employees (40 hours per week) who can prove they are covered by group medical coverage, may opt out of benefits to participate in Cash in Lieu at any time of the year (up to $5,000 per year, paid out in increments of $500 per month (September – June)

Please visit our website for detailed information regarding costs, or you may contact Jodie Argueta in our Risk Management Department at: [email protected] or 805-641-5000, ext. 1242.

HOLIDAYS Approximately 14 paid holidays per year.

VACATION Vacation is earned based on assigned hours. (For example: a new employee working 8 hours/day, 12-months per year will earn one vacation day per month, up to a total of twelve (12) days of vacation per

year. Employees who work less than 12-months per year or less than 8 hours/day shall be entitled to a prorated share of vacation benefits as outlined in the collective bargaining agreement.) Vacation earned increases with years of service with the district.

SICK LEAVE The district provides for 1 day of illness leave per month worked, with unlimited accumulation for unused days.

RETIREMENT Public Employees Retirement System (CalPERS) and Social Security

01

PLEASE READ: The information provided on the Supplemental Questions will be used in conjunction with the job application to determine whether the qualification requirements are met. Failure to provide detailed and complete information may result in the application being rejected. A resume may not be submitted in place of completing the Supplemental Questions. When applying for this position, I understand that I must thoroughly complete the Education and Work Experience sections of my application and the Supplemental Questions. This includes a detailed description of each position that qualifies me for the job I am seeking. I have read the above statement and acknowledge that failure to provide sufficient detailed information may result in my application being rejected.

• Yes, I acknowledge
• No, I do not acknowledge

02

Which of the following best describes your educational background?

• Associate’s degree or higher
• Passed CBEST
• 48+ college units completed
• High school diploma + 24 or more college units
• High School Diploma or equivalent only
• I do not have education equivalent to the 12th grade

03

Which of the following best describes your coursework or training related to education, child development, or working with students?

• No relevant coursework or training
• Limited exposure (e.g., one course, workshop, or training)
• Some coursework in education, child development, psychology, or a related field
• Multiple courses or a focused area of study related to working with children/students
• Extensive coursework or a degree program in education, child development, or a closely related field

04

Which best describes your experience working with children or students ages 4–18 in an instructional or structured support setting?

• No experience
• Limited – less than six (6) months and/or volunteer only
• More than six (6) months but less than one (1) year
• More than one (1) year but less than two (2) years working with one or more multiple age groups
• More than two (2) years supporting students across a wide age range in structured settings

05

In which classroom settings do you have experience, if any? Select all applicable areas

• General Education classroom
• Transitional Kindergarten / early childhood
• Special Education
• After-school / extended learning programs
• None of the above

06

Which best describes your experience supporting student behavior challenges?

• No experience
• Observed others managing behavior
• Provided basic redirection
• Regularly supported behavior using structured approaches
• Experience implementing behavior plans

07

Which of the following best describes your experience working in structured/organizational environments that require patience, communication, and support of others?

• No relevant experience
• Limited exposure
• Experience in non-educational settings (e.g., customer service, caregiving, sales)
• Experience supporting youth informally (e.g., tutoring, mentoring, coaching)
• Experience in structured youth or educational programs

08

A student becomes frustrated and refuses to complete an assignment. What is the most appropriate response?

• Tell the student they must complete the work or there are consequences
• Alert the teacher and allow the teacher to handle it
• Calmly redirect the student and offer support or break down the task
• Send the student out of the room immediately
• Raise your voice to gain compliance

09

Which best describes your approach when working with individuals who need extensive repetition and additional support?

• Prefer to move on if someone is struggling
• Provide minimal assistance and refer to others
• Offer help when asked
• Proactively support and adjust approach as needed
• Consistently adapt communication and support strategies to meet individual needs

10

How comfortable are you learning and applying new strategies for supporting students (e.g., behavior supports, instructional techniques)

• Not comfortable
• Somewhat hesitant
• Comfortable
• Highly motivated

11

Some instructional assistant assignments, particularly in special education settings, may require assisting students with personal care needs, including toileting and diapering. Which of the following best describes your willingness to perform these duties as assigned?

• I am not comfortable and would ask not to be assigned such duties
• I have great hesitation about such tasks
• No prior experience, but willing if required with appropriate training and guidance
• Fully willing and experienced in performing these duties while maintaining student dignity and privacy

12

Share your readiness to support students in an instructional setting

• I do not yet feel prepared to support students in these areas
• I have limited experience and would require guidance to support students effectively
• I have a basic understanding and would be able to support students with direction and training
• I feel prepared to support students in these areas with guidance from a teacher
• I feel confident supporting students with academic tasks and behavior management in an instructional setting
• Required Question