JOB TITLE: Paraprofessional

DIVISION: Academy

REPORTS TO: Operations Manager 

SUPERVISES: None 

EXEMPTION STATUS:  Non-Exempt 

POSITION SUMMARY:  At BHA Academy, paraprofessionals play a critical role in transforming the lives of students with developmental disabilities and significant interfering behaviors. Grounded in our Core Values—Compassion, Integrity, Collaboration, Empowerment, Innovation, Excellence, Expertise, Advocacy, and Learning, paraprofessionals support individualized student success through data-driven instruction, behavior intervention implementation, and collaborative teamwork.

This position requires flexibility, resilience, and a commitment to delivering consistent, high-quality support to any student or classroom environment within the school. Paraprofessionals at BHA are valued team members who contribute meaningfully to a safe, respectful, and structured environment that supports both academic and behavioral growth.

This is a safety-sensitive position. Employees must be able to safely perform the essential functions of the job, with or without reasonable accommodation, including maintaining continuous alertness, providing direct supervision, driving individuals served as required, and administering medications as trained.

Paras implement student supports using evidence-based behavior and instructional strategies, including Positive Behavioral Interventions and Supports (PBIS). They work in collaboration with behavioral and educational staff to implement individualized skill-building programs, behavior support plans, and instructional interventions with consistency and fidelity.

KEY RESPONSIBILITIES:

Compassion with Purpose

• Build positive, respectful, and trusting relationships with students while maintaining dignity and high expectations.
• Support students with intensive needs, including those who exhibit aggressive, disruptive, or self-injurious behaviors, by implementing evidence-based interventions with patience and empathy.
• Approach every behavior as communication, seeking to understand underlying needs.
• Implement trauma-informed supports that balance compassion with high expectations.
• Reinforce student successes and celebrate progress, no matter how small.

Structure Builds Safety 

• Create and maintain predictable routines, clear expectations, and consistent visual supports.
• Support students through transitions and changes by modeling calm, organized behavior.
• Maintain an environment that promotes emotional regulation, independence, and learning readiness.
• Follow and implement Behavior Intervention Plans (BIPs) and crisis-prevention procedures with fidelity.
• Complete assigned documentation accurately and on time, including data collection, daily notes, and incident reports.
• Remain actively engaged throughout the day, minimizing distractions and prioritizing student needs above personal tasks.
• Administers medications and completes MAR documentation in accordance with training, physician orders, and BHA policy

Professionalism in Every Moment

• Demonstrate composure and self-control in all interactions—especially during moments of crisis.
• Maintain confidentiality, integrity, and respect in accordance with FERPA and BHA standards.
• Arrive prepared, reliable, and focused on student needs throughout the day.
• Accept and apply feedback constructively; contribute positively to a culture of professionalism.
• Model respectful, professional communication with students, colleagues, supervisors, and families.
• Dress in accordance with the BHA dress code and present oneself in a manner that reflects the values and culture of the Academy.
• Take ownership of job responsibilities, follow through on assigned tasks, and seek clarification or support when needed.
• Work in close partnership with special education teachers, behavior clinicians, therapists, and other      paraprofessionals to support the implementation of IEP goals, instructional programs, and behavioral strategies.
• Serve as a floating support when needed, responding to coverage needs across different students or classrooms within the school.

Positivity Drives Progress

• Approach challenges with optimism, adaptability, and a solution-focused mindset.
• Encourage and model perseverance for students and peers.
• Recognize effort, progress, and growth in yourself, your students, and your team.
• Uphold a positive attitude and solution-focused mindset when receiving feedback or navigating challenges.

Education is Empowerment

• Deliver instructional and behavioral support that promotes student confidence and skill acquisition.
• Collect and record accurate data on IEP and behavior goals to inform instruction.
• Support teachers and clinicians in adapting strategies to meet individual needs.
• View every moment as a learning opportunity—for students and for yourself.
• Implement structured instructional and behavioral strategies based on principles of positive behavior supports.
• Collect real-time data on behavior reduction targets and IEP goal progress across academic, functional, and social domains.
• Provide direct support to students across all school environments (classroom, community spaces, related services, specials, transitions).
• Support personal care needs as required, including toileting, hygiene, feeding, and mobility support.

Consistency Creates Change

• Show up every day ready to engage, follow through, and uphold expectations.
• Demonstrate punctuality, reliability, and preparedness for each shift, contributing to a stable and consistent learning environment.
• Maintain continuity of care and communication between classroom staff, therapists, and leadership.
• Use consistent language, tone, and reinforcement to help students feel safe and understood.
• Support team alignment by adhering to shared systems and routines.
• Adapt and respond flexibly to changes in student needs, behavior plans, or instructional approaches under the direction of the classroom team.
• Maintain a clean, organized, and engaging learning environment that promotes independence and readiness to learn.
• Implement crisis prevention and response protocols with consistency and care, following safety plans and physical management procedures when required (with appropriate training such as PCM).
• Uphold expectations for structure, visual supports, and reinforcement systems that promote student success.

Reunification is Our Mission

• Contribute to each student’s long-term goal of returning to less restrictive settings by supporting social-emotional skill building, academic independence, and behavioral stability.
• Promote daily opportunities for success that foster confidence and self-advocacy.

Advocacy Through Action

• Advocate for every student’s dignity, voice, and right to learn.
• Identify barriers to learning or access and communicate them proactively to the instructional team.
• Model inclusive, respectful interactions that inspire belonging and safety for all.
• Advocate for the needs, strengths, and potential of each student while maintaining safety and therapeutic consistency.

Other Duties 

• Perform other duties and special projects to support various organizational initiatives as assigned.
• Participate in team meetings, professional development, and required trainings (e.g., PCM, Tools of Choice, CPR/FA, Mandated Reporting).
• Support personal care needs (toileting, feeding, hygiene, mobility) as outlined in student plans.
• Complete documentation accurately and promptly, including data collection, incident reports, and daily notes.
• Maintain classroom cleanliness, organization, and safety standards.
• Perform other duties and special projects as assigned.

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

PHYSICAL DEMANDS

The physical demands described below represent those required to perform the essential functions of this position successfully. Reasonable accommodations may be made, as required by law, to enable qualified individuals with disabilities to perform these functions safely and effectively. However, employees must be able to perform the essential duties in a manner that ensures the safety and supervision of students at all times.

WORKING CONDITIONS

The working conditions described here represent those an employee encounters while performing the essential functions of this position. Reasonable accommodations may be made, in accordance with applicable law, to enable qualified individuals with disabilities to perform these functions safely and effectively. However, employees must be able to perform the essential duties in a manner that ensures the safety and supervision of students at all times.

Additional Conditions and Expectations:

• Employees must maintain professional conduct and emotional regulation at all times,  even during crisis events or when exposed to aggressive or unsafe behaviors.
• Employees must adhere to all BHA safety protocols, behavior support plans, and de-escalation procedures, following the direction of supervisors and clinical staff.
• Employees must remain physically and mentally alert throughout the workday to ensure continuous supervision of students. Sleeping or inattention during supervision is prohibited.
• Employees must maintain confidentiality, respect, and dignity toward all students, families, and colleagues, regardless of behavioral presentation.
• Work hours may vary depending on student needs, program requirements, and emergency situations.

Fitness for Duty / Medical Evaluation (Job-Related):
BHA may require a job-related fitness-for-duty evaluation consistent with applicable law when there is a reasonable concern that an employee may be unable to safely perform the essential functions of the role (including driving, medication administration, crisis response, and continuous supervision), or as part of return-to-work clearance following certain leaves or incidents.

ACCESS TO PHI: The employee may have access to Protected Health Information (PHI). Employees must always protect the confidentiality of all client information. This includes adhering to all BHA policies and all applicable state and federal regulations regarding Protected Health Information (PHI). Sharing, discussing, or disclosing PHI in any form—verbal, written, electronic, or visual—is strictly prohibited unless explicitly authorized and required for job duties.

EQUAL EMPLOYMENT: Equal Opportunity is and shall be provided for all employees and applicants for employment based on their demonstrated ability and competence without unlawful discrimination based on their race, color, national origin, ancestry, religion, sex, pregnancy, sexual orientation, gender identity, gender expression, age, disability, protected veteran status, or any other status protected by applicable state or federal law. This policy shall not be interpreted so as to violate the legal rights of religious organizations or the recruiting rights of military organizations associated with the Armed Forces or the Department of Homeland Security of the United States of America.

ADA STATEMENT: To perform this job successfully, an individual must be able to satisfactorily perform each essential job duty. Reasonable accommodation may be made to enable qualified individuals with disabilities to perform essential job functions.

ACCOUNTABILITY/IMPACT (Degree of answerability for actions, consequences of errors in judgment, and legal liabilities): Errors in judgment or mistakes could cost the organization loss of revenue, loss of clients, and/or negatively impact KCBHH’s reputation.

BHA ACADEMY CORE VALUES 

Compassion with Purpose

Structure Builds Safety

Professionalism in Every Moment

Positivity Drives Progre

Education is Empowerment

Consistency Creates Change

Reunification is Our Mission

Advocacy Through Action

TRAINING AND DEVELOPMENT 

1. Required company trainings.

2. Trainings deemed necessary by supervisor.

QUALIFICATIONS: 

Education & Experience:

• High school diploma or equivalent required; college coursework in education, psychology, or related fields preferred.
• No direct experience required, but one year of experience in a related setting is preferred.

Skills & Competencies

• Strong interpersonal and communication skills.
• Organizational and time management proficiency.
• Emotional resilience and professionalism in high-pressure situations.

Additional Requirements:

• Must maintain sufficient physical stamina, balance, and coordination to safely assist and supervise students throughout the day, including during behavioral or emergency situations.
• Must be able to implement and sustain trained crisis intervention and de-escalation procedures (PCMA) in accordance with policy.
• Must demonstrate the ability to remain calm, alert, and physically capable during high-stress or physically demanding situations involving students with challenging behaviors.
• Must possess the fine motor, gross motor, and sensory abilities necessary to operate computers, assistive technology, and classroom equipment safely and effectively.
• Must be able to safely administer medications as trained and authorized, in accordance with BHA policies and regulatory requirements.