Severe Needs Para Educator - Greenwood Elementary School

• Shared Job Task Across Assignments Frequency Percentage of Time 1.
• Assist students with classroom activities, including adapting the curriculum to individual student needs.
• Assist with curriculum delivery to both individuals and small groups to ensure generalization of skills.
• Daily 35% 2.
• Implement student accommodations, supports, modifications, procedures, and programming outlined in the student's Individual Education Plan (IEP).
• Maintain records of student progress and behavior in conjunction with licensed staff, which may include special reports, providing feedback, and reporting observations to the Individualized Education Program (IEP) team.
• Daily 30% 3.
• Assist special education licensed staff in preparing materials, administering tests, attendance, etc.
• Assist with paperwork and documentation as needed.
• Assist with other classroom events, such as fire drills, as necessary.
• Daily 5% 4.
• Perform other duties as assigned or requested.
• Daily 5% TOTAL 75%

INTEGRATED LEARNING CENTER (ILC) AND HOMEBOUND (Free Appropriate Public Education/FAPE) PROGRAM ASSIGNMENT

• Job Task Description Frequency Percentage of Time 1.
• Monitor students and reinforce appropriate behavior for individual student needs.
• Assist in verbal de-escalation and non-violent crisis interventions to reduce the risk of self-harm and harm to others.
• Assist student development of social interactions or communication between students with special needs and general education peers.
• Daily 15% 2.
• Provide technical physical care for students with special needs as assigned, which may include toileting, grooming, cleaning ventilation devices, feeding, care of gastrostomy tube (G-tube), positioning, and improving range of motion (Autism Classroom or ILC).
• Following training and as delegated by a registered school nurse, accurately follow student medication delivery orders.
• Daily 10% TOTAL 25%

Serious emotional disability (Sed) assignment

• Job Task Description Frequency Percentage of Time 1.
• Monitor students and reinforce appropriate behavior for individual student needs.
• Assist in verbal de-escalation and non-violent crisis interventions to reduce the risk of self-harm and harm to others.
• Assist student development of social interactions or communication between students with special needs and general education peers.
• Daily 25% TOTAL 25%

Online/Remote environment

• Job Task Description Frequency Percentage of Time 1.
• Assist small groups of students or individuals with online classroom activities, during synchronous or asynchronous learning, including curriculum accommodations or modifications.
• Assist with curriculum delivery or practice to ensure generalization of skills.
• If working in DHH Program, develop student language, vocabulary, reading, and writing using sign language for students who need a signing para-educator.
• Daily 50% 2.
• Prepare assignments for students to complete at home and support students in completing assigned work.
• Daily 35% 3.
• Maintain records of student progress and behavior in conjunction with the licensed staff, which may include special reports, providing feedback, and reporting observations to the Individualized Education Program team.
• Daily 5% 4.
• Support students in troubleshooting technology issues.
• Daily 5% 5.
• Perform other duties as assigned or requested.
• Daily 5% TOTAL 100%

Reporting relationships

This job has no direct supervisory responsibilities.

Minimum Qualifications

• The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.
• Criminal background check and fingerprinting required
• High School Equivalency (HSE) diploma
• No professional work experience required
• Title I assignments must meet one of the following requirements:
• Completed at least two years of study at an institution of higher education; or
• Obtained an associate’s or higher degree; or
• Met a rigorous standard of quality, and can demonstrate through a formal state or local academic assessment, knowledge of and the ability to assist in instructing, as appropriate:
• Reading/language arts, writing, and mathematics; or
• Reading readiness, writing readiness, and mathematics readiness
• Mandatory biennial Crisis Prevention Intervention training provided by the District for staff working in an Autism, Behaviorally Disordered, or ILC assignment
• Medication administration training provided by the District as needed
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Basic knowledge of Microsoft Office
• Intermediate verbal and written communication skills
• Intermediate interpersonal relations skills
• Intermediate organizational skills
• Ability to work alone and with others
• Ability to appropriately modify curriculum
• Ability to implement behavior modification techniques
• Ability to diffuse and manage volatile and stressful situations
• Ability to maintain confidentiality in all aspects of the job
• Ability to work one-on-one and in small groups with students
• If working in the DHH Program, ability to understand the impacts of hearing loss on learning and social interaction
• If working in the Homebound program, ability to set appropriate boundaries and build appropriate relationships while working in the home setting with families and other student healthcare providers
• If working in the Homebound program, the ability to have appropriate communication and boundaries with families while working in their homes with students

Physical requirements and working conditions

• The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Work location is subject to change to meet the requirements of the organization
• Medium work strength level (lifting or carrying 50 pounds)
• Primarily works indoors
• Typically a moderate noise level
• Prolonged standing and walking
• Frequent bending, reaching, and climbing
• Frequent lifting, pulling, and/or pushing
• Squatting
• Overhead work
• Eye/hand coordination (e.g., typing, ten key)
• Visual concentration

Desired qualifications

• Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.
• Experience working in the public sector, specifically public education
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Associate’s degree
• Work with special needs children in a paid program or licensed special education teaching experience
• Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities
• CPR and First Aid certification