Description:

• Job Title:  Junior High Behavior Support Paraprofessional (Launch Program)                             
• Wage/Hour Status:  Nonexempt
• Reports to:  Principal and Teacher(s) Assigned                          
• Dept./School:  Robinson Junior High School                            
• Date Revised:  06/2026
• Paraprofessional Pay Grade:  2FA
• Opening:  Immediate

Primary Purpose:

Help meet the instructional and behavioral needs of individual students in grades K-12 in a self-contained behavioral setting. Assist with the implementation of Individual Education Plans (IEPs) and Behavior Intervention Plans (BIPs). Monitor and track student progress towards behavioral goals. Work under the general supervision of the Junior High Principal and Director of Special Programs, and under the immediate direction of a certified Special Education teacher.

Qualifications:

Education/Certification:

• High school diploma or GED
• Valid Texas Educational Aide certificate or 48 hours of college credit (must attain Texas Educational Aide Certificate prior to first day of instruction)
• Valid drivers license

Special Knowledge/Skills:

• Ability to work with children with disabilities and/or behavioral needs
• Ability to follow verbal and written instructions
• Ability to communicate effectively and remain calm under stressful situations
• Ability to work closely with a team in a rapidly changing environment
• Ability to drive a district vehicle (Suburban or similar model)

Experience:

• Two years experience working with children (preferred)

Major Responsibilities and Duties:

Student Management

• Deliver academic lessons across multiple contents under the direction of the Special Education teacher, including the provision of accommodations per the IEP.
• Facilitate small group or one-on-one instruction, keeping students engaged and on-task while fostering independent problem-solving skills.
• Assist students in transition periods between activities, classes, or general education settings, ensuring behavioral expectations are met.
• Implement campus and district protocols to address escalated student behavior, including protocols for requesting additional assistance from other campuses.
• Implement behavior intervention plans (BIPs) with fidelity, tracking daily behavior data to support student progress and adjustment of interventions.
• Utilize approved de-escalation techniques and crisis intervention strategies to maintain a safe, supportive classroom environment during moments of high-escalation. This includes restraining disruptive or dangerous student behavior as needed.
• Provide immediate, constructive feedback and positive reinforcement to help students develop self-regulation, coping mechanisms, and social-emotional skills.
• Keep the Special Education teacher informed of the special needs or problems of assigned students.
• Lead routine classroom procedures and rotations, enabling the Special Education teacher to conduct specialized assessments, IEP data collection, or targeted interventions.
• Transport students between the Launch classroom and the student’s home campus. This includes escorting the student on foot or driving them in a district vehicle, depending on the location of the home campus.
• Remain flexible in performing assigned duties throughout the day, based on evolving student needs.

Other

• Maintain confidentiality.
• Participate in professional development programs, faculty meetings, and special events as assigned.

Supervisory Responsibilities:

None.

Equipment Used:

Classroom technology (i.e., laptops or chromebooks)

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Frequent walking, standing, sitting, stooping, bending, kneeling, pushing, and pulling. Restraint of students as needed. Biological exposure to bacteria and communicable diseases.