Special Education Paraprofessional, Significant Support Needs (SSN)

  
 

Job Title:         Paraprofessional, SPED – Significant Support Needs (SSN)
Pay Program: Support Staff	FLSA Status:      Non-Exempt
Reports to:     Building Leader / Teacher as designated	Pay Range:         CH 7 $17.57 - $19.97
Work Year:     173 Days / 7 Hours

VISION: To Engage, Equip, and Empower Each and Every Student, Each and Every Day.

SUMMARY: Operating under the general supervision of the assigned teacher and school leadership, this employee coordinates with the assigned school’s SPED team to provide a variety of emotional, behavioral, and instructional support to students with significant support needs. Employee acts as a teacher resource working directly with students to instruct and demonstrate appropriate behavior as well as reinforce the D51 Learning Model through preparing and assisting with core lessons, participating in students’ reading or math programs, and other curriculum-based instruction. The SSN Paraprofessional is also often a point of contact for the staff and students entering the classroom environment and the employee must work cooperatively to facilitate these interactions. This position is an integral part of creating an environment that will facilitate successful learning for students with significant support needs as District 51 seeks to provide an equal opportunity for education to all students.

ESSENTIAL DUTIES AND RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 

Job Tasks Descriptions
Assisting assigned teacher with instructional and physical student support is a primary responsibility of this position. This includes helping with the delivery of instructional activities according to the individual student’s Individual Education Plan (IEP) and as assigned and developed by certified/licensed staff.   which may include helping with the design and implementation of an appropriate learning environment while incorporating appropriate assistive technologies and multi-sensory materials. Instructional support will also involve helping students integrate into general education classrooms and requires some communication with general education teachers regarding student needs.  Imparting life skills such as self-hygiene and social/emotional skills are also a part of the Para’s responsibilities. This position will often use communication processes that sometimes requiring the Para to interpret non-verbal cues. Employee will also create and use a variety of instructional and other materials (e.g. games, schedules, visual supports, observation and success logs, etc.) that promote student growth and development. The paraprofessional will also supervise and facilitate sensory and movement rest periods in between academic activities, and which facilitate increased student engagement. The duties under this responsibility may require the paraprofessional to assist with mobility and the physical orientation of students.
Assisting the teacher in implementing positive behavior plans and systems appropriate to the individual student is a responsibility of this position. This includes displaying and promoting appropriate behaviors for students helping students to gain self-governance and to stay engaged. Students may sometimes display inappropriate or aggressive behaviors, requiring the paraprofessional to temporarily remove the student from the current environment and helping them implement self-soothing or other behavior management techniques. In rare cases this position may be assigned students that require line-of-sight supervision which requires a high level of team collaboration, established processes and setting consistent expectations.
Providing student oversight and supervision during out-of-classroom activities including arrivals and departures, outside breaks, passing periods, and other activities as assigned by the supervising teacher is a daily responsibility of this position. Successful supervision will require the employee to communicate continuously with other paraprofessionals and staff to keep track of student movements, schedules, and locations.  Based on the needs of the student, a Paraprofessional may be requested to travel with a student during transportation to and from school/home.  In these cases, the employee may need to apply a flexible schedule to meet this accommodation.  In addition, Paraprofessional may also participate in various field trips/community outing as needed.
Serving students to provide personal hygienic needs is a primary responsibility of this position. Services are provided according to the individual needs of each student and there is an expectation to maintain the student’s HIPPA confidentiality and personal dignity in providing for these needs.  Responsibilities This may include dispensing of medications, meal preparation, feeding or toileting/diapering. As this position assists students with their hygiene and is exposed to bodily fluids, there is an expectation to maintain a sanitary workplace and use Universal Precautions with the highest level of personal hygiene and self-care for the employee and students.
Collecting and reviewing progress on students’ work toward Individual Education Plan (IEP) goals/objectives are completed with SPED teacher on a regular basis with adjustments made to ensure IEP compliance and students’ needs are being met.  A part of these duties may also include participating in team planning, trainings and professional development activities as needed.  In addition, this position often acts as a technical resource for other staff within their assigned building and regarding Special Education students, providing support, information, and/or technique or procedure trainings to ensure student needs are met.
Other duties as assigned.

EDUCATION AND RELATED WORK EXPERIENCE:

• High school diploma or equivalent required;
• Minimum one-year experience working directly with students who have significant disabilities;
• Minimum two years of experience working with students; preference given for prior school district experience;
• Bilingual oral and written skills, English/Spanish, are desirable, as well as American Sign Language proficiency;
• Must successfully pass District approved lifting evaluation of 35 pounds upon hire;
• *Acceptable demonstration of education and/or experience is at the sole discretion of the district.

LICENSES, REGISTRATIONS or CERTIFICATION:

• Valid Colorado driver’s license or other form of official identification required;
• Successful passing of criminal background check required for hire;
• Must be able to lift 35 pounds; Lift test required at time of hire and renewed every three years;
• Quality Behavioral Solutions (QBS) certification must be obtained within 60 days of hiring;
• CPR Certification and general first aid training required within 30 days of hire;
• May require other healthcare training to meet needs of assigned students;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:

• Working knowledge or awareness of laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Americans with Disabilities Act (ADA),
  • Health Insurance Portability and Accountability Act (HIPAA, 1996);
• Well-developed oral communication and phone etiquette skills in English;
• Well-developed customer service, public relations, and interpersonal relationship building skills;
• Strong ability to work with others, especially in stressful/busy situations/environments
• Strong ability to use a high level of patience in stressful situations and work as needed with minimal supervision;
• Strong ability to “think outside of the box” to find the best way to effectively help each individual student;
• Strong ability to maintain confidentiality in all aspects of the job, especially as related to student information;
• Strong level of integrity as sensitive and confidential information is reviewed;
• Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
• Strong ability to apply and teach basic math and English skills;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
• Ability to promote and follow Board of Education policies, building and department procedures;
• Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:

• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, etc.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits