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.
Inputs (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 $16.28/hour.
This job description has been reviewed and is in accordance with the Americans with Disabilities Act.