Specialized Paraeducator (2 positions) (176 days, 6.5 hours/day)

TITLE: Specialized  Paraprofessional  

QUALIFICATIONS: High School diploma.

Associate degree or 60 college credit hours or pass the ETS (Educational Testing
  Service) ParaPRO Assessment Test

Educator License with Stipulations (ELS) with a Paraprofessional Endorsement

Experience and training to work effectively with at-risk students

Evidence of emotional stability and maturity

REPORTS TO: SCHOOL ADMINISTRATOR

SUPERVISOR: SCHOOL ADMINISTRATOR

JOB GOAL:  Responsible for working with special education students on a daily basis, providing physical, emotional, academic support and assisting students in accessing the district’s special education program.

(activities done by the position/ how they spend their time/ daily schedule

Evidence

(what can we see as a result of the daily schedule - logs, data book, quarterly reports, calendar) 

Outcomes

(what happens for students - attendance, test scores, Panorama scores - how do we know this position is getting good ROI?)

1. Individualized Student Support

   - Provide one-on-one or small group support to students with IEPs

   - Implement specific interventions and accommodations as outlined in IEPs

   - Assist students with academic tasks, behavior management, and social skills

   - Support students' use of assistive technology or specialized equipment

2. IEP Implementation

   - Review and understand the IEPs of assigned students

   - Track minutes of support provided to each student as specified in their IEP

   - Collaborate with special education teachers to ensure proper implementation of IEP goals

   - Assist in collecting data on student progress towards IEP goals as directed by teacher. 

3. Classroom Assistance

   - Support lead teachers in adapting classroom activities for students with IEPs

   - Help maintain a positive and inclusive learning environment

   - Assist with classroom management, focusing on students with special needs

   - Facilitate peer interactions and support social integration of students with IEPs

4. Behavior Management

   - Implement behavior intervention plans as specified in IEPs

   - Use positive behavior support strategies tailored to individual student needs

   - Assist in managing crisis situations or challenging behaviors

   - Document behavioral incidents and interventions as required

5. Communication and Collaboration

   - Maintain regular communication with special education teachers and general education teachers

   - Participate in IEP meetings and provide input on student progress upon request

   - Communicate with parents/guardians as directed by supervising teachers. 

   - Collaborate with other paraprofessionals and support staff

6. Documentation and Record Keeping

   - Maintain accurate records of support minutes provided to each student

   - Document student progress and observations for IEP progress reports as directed. 

   - Ensure confidentiality of student information and records

7. Professional Development

   - Attend required training sessions on special education laws and practices

   - Participate in workshops on specific interventions or disabilities as required. 

   - Stay current with best practices in supporting students with special needs

   - Seek guidance and support from supervising teachers to improve skills

8. Student Care and Safety

   - Assist students with personal care needs as specified in their IEPs

   - Ensure safety of students during all school activities

   - Administer first aid as trained and directed

   - Be aware of and responsive to individual student health concerns

1. Student Support Documentation

   - Detailed logs of support minutes provided to each student

   - Records of interventions and accommodations implemented

   - Progress notes on student achievements and challenges

2. IEP Implementation Records

   - Checklists or tracker sheets showing adherence to IEP requirements.

   - Data collection sheets on student progress towards IEP goals as directed. 

3. Behavior Management Artifacts

   - Completed behavior incident reports

   - Documentation of positive behavior interventions used

   - Progress tracking for behavior intervention plans

4. Communication Logs

   - Records of interactions with teachers, parents, and other staff

   - Notes from parent-teacher conferences.

   - Emails or messages coordinating student support if applicable. 

5. Educational Materials

   - Adapted classroom materials for students with special needs

   - Visual aids or communication tools created for specific students

   - Organized files of individualized learning resources

6. Professional Development Records

   - Certificates of completion for relevant training sessions

   - Notes from workshops and professional learning communities

   - Self-assessment and goal-setting documents for skill improvement

7. Student Care Logs

   - Records of personal care assistance provided

   - Incident reports related to student health or safety

1. Student Achievement

   - Improved academic performance of students with IEPs

   - Increased student participation in classroom activities

   - Enhanced ability of students to meet their individualized goals

2. IEP Compliance and Effectiveness

   - Higher rates of successful IEP implementation

   - More accurate tracking and reporting of student progress

   - Increased effectiveness of IEP strategies due to consistent application

3. Inclusive Education

   - Greater integration of students with special needs in general education settings

   - Improved peer relationships and social skills for students with IEPs

   - Enhanced overall classroom culture of inclusivity and diversity

4. Behavior and Social-Emotional Growth

   - Reduced frequency and severity of behavioral incidents

   - Improved self-regulation and coping skills among students with IEPs

   - Increased emotional well-being and self-esteem of supported students

5. Communication and Collaboration

   - Stronger partnerships between general education and special education staff

   - Improved home-school communication regarding student progress

   - More cohesive and coordinated approach to supporting students with special needs

6. Individualized Learning

   - Better tailored educational experiences for students with diverse needs

   - Increased use of assistive technology and specialized learning tools

   - More effective differentiation of instruction in inclusive classrooms

7. Data-Driven Decision Making

   - More informed IEP development and revision processes

   - Better allocation of support resources based on accurate data

   - Improved ability to demonstrate student growth and program effectiveness

8. Staff Development

   - Enhanced skills and knowledge among paraprofessionals in special education

   - Increased job satisfaction and retention of support staff

   - More effective teamwork between teachers and paraprofessionals

9. School Culture

   - Heightened awareness and acceptance of diverse learning needs

   - Improved overall school climate regarding inclusion and support

   - Increased parent and community satisfaction with special education services

10. Student Independence

    - Greater development of self-advocacy skills among students with IEPs

    - Improved transition readiness for students moving to next educational levels

    - Increased student confidence in navigating academic and social challenges

TERMS OF EMPLOYMENT: 176 day Classified position with salary and hours to be established by the Board of Education. 6.5 hours per day

EVALUATION: Performance will be evaluated annually in accordance with the provisions     established by the Board of Education.

SALARY RANGE: In accordance with the USW (United Steelworkers) Negotiated Agreement. Starting wage $16.93/hour for the 2025/2026 school year.

This job description has been reviewed and is in accordance with the Americans with Disabilities Act.