POSITION SUMMARY

A Special Education Paraprofessional is a school employee who works under the direction of a certificated special education teacher to provide instruction and other services for children with disabilities. The certificated special education teacher is responsible for the overall management of the classroom or program, including the design, implementation and evaluation of the instructional program and monitoring of student progress. The Paraprofessional’s responsibility is to implement the program as designed and directed by the special education teacher. The principal directly supervises the Paraprofessional and has the right to assign duties to the Paraprofessional. 

 

 

ESSENTIAL FUNCTIONS

• Work as part of a special-education support team under the direction of a special education teacher.
• Follow the day-to-day schedule as directed by the special education teacher.
• Take direction from the special education teacher regarding instructional materials, methods and prompts (e.g. visual, verbal, gestural, physical).
• Provide individual and/or small group academic, adaptive, social/emotional, vocational, communication, life skills and other instruction to students as directed by the special education teacher.
• Promote generalization of targeted skills.
• Assist and instruct students with personal hygiene and toileting.
• Prompt and support student as needed in classes, during changes in schedule, school assemblies, on field trips, in vocational training settings in the community, and during other times as required.
• Provide supervision, social scaffolding and support during unstructured activities such as passing periods, recess or lunch.
• Assist teacher with daily classroom operation and management, which may include, but is not limited to: preparing instructional materials, copying, proctoring tests, assisting with classroom discipline, grading student work, recording graded student work in grade program, taking notes.
• Maintain accurate student records (data sheets, progress notes, etc.)
• Follow through with prescribed behavior management programs. Monitor behavior and redirect students as needed. Intervene with appropriate behavior interventions using de-escalation techniques, redirection, removal of student from the classroom, etc., using physical techniques only if safety is threatened or serious disruption to the instruction of others.
• Follow school and district guidelines including completing written record whenever any restraint, physical escort or other “hands on” technique, or isolation is used and give to special education teacher immediately.
• Attend required staff meetings, training, school events and meetings (e.g. IEP meetings, parent/teacher conferences)
• Collaborate and communicate regularly with special education teacher and general education teacher regarding student progress and needs.
• Maintain a substitute folder as directed by principal.
• Use assistive technology devices as directed (e.g. picture exchange system, electronic systems, etc.)
• Administer assessment tools as designated by the special education teacher.
• Assist with loading and unloading of students from busses.
• Assist and instruct students with eating/feeding skills.
• Lift or assist with lifting students to and from wheelchairs.
• Provide additional health support after training by qualified medical staff including clean intermittent catheterization (CIC), tube feeding, oxygen management, oral suctioning, etc.
• Assist with physical therapy and occupational therapy routines after training and as supervised by specialist, if applicable.
• Transferring/lifting of student and use of adaptive equipment
• Positioning and facilitation of movement and range of motion.
• Splint or orthotic placement/removal.
• Assist with activities of daily living (e.g., toileting, change diapers if needed, feeding).
• Sanitize classrooms and equipment using approved materials.
• Dispense medication to students after training by qualified medical staff.
• Maintain confidentiality. Direct all communication to the special education teacher and general education teacher. Do not communicate directly with parents. Communication with the parents is the certificated teacher’s responsibility.
• For any complaints, follow the district “General Complaints” policy available on the district website.
• Report any concerns regarding child safety to the special education teacher, principal, union representative and/or Child Protective Services as appropriate. Clarification of this responsibility should be directed to the Principal.

QUALIFICATION REQUIREMENTS

 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

 

Washington State Paraprofessional Qualifications

 

Be at least 18 years of age, hold a high school diploma or equivalent; and meet one of the below:  

• have received a passing grade on the Education Testing Service’s ParaPro Assessment (“ETS Assessment”); or
• hold an AA degree; or  
• have earned 72 quarter credits or 48-semester credits at an institution of higher learning; or  
• have completed a registered apprentice program.

District Requirements 

• Meet state qualifications
• 1-3 years of experience working with children or young adults; experience with special education students preferred.
• Language Skills - Ability to read and interpret documents such as safety rules, operation, and maintenance instructions and procedure manuals. Ability to write routine reports and correspondence. Ability to present information in one-on-one and small group situations to other employees, and/or students.
• Mathematical Skills - Ability to add, subtract, multiply and divide into all units of measure, using whole numbers, common fractions, and decimals.
• Reasoning Ability - Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Must have strong communications, computer, organizational and interpersonal skills.
• Ability to communicate clearly and concisely, both orally and in writing.
• Ability to develop effective working relationships with students, staff and the community.
• Patience in dealing with parents and students.
• Ability to perform duties in accordance with all District and State requirements and policies.

  

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to communicate through speech and push items on wheels.

• Occasionally, but essentially, the employee must be able to repeat the same hand, arm, or finger motion many times (i.e. typing data entry, etc.), utilize finger dexterity. The employee may occasionally walk, stand, sprint/run, bend or twist at the neck and trunk more than the average person, squat/stoop/kneel, reach above the head, reach forward, climb (on ladders, into large vehicles, etc.), utilize hand/grip strength, utilize manual dexterity (i.e. using a wrench or screwing a lid onto a jar), lift up to 50 pounds floor to waist, lift up to 25 pounds from floor to overhead.
• Specific vision and hearing required by this job include seeing objects/persons at a distance, hearing conversation in a quiet environment, hearing differences among bells, buzzers, beeps, horns, etc.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee frequently works inside and outside, works in loud noise areas, is exposed to VDTs and CRTs, is exposed to infection (germs, bacteria, viruses), and is exposed to environmental allergens (grasses, weeds, pollens, trees).
• The employee may occasionally work in temperatures below 32 degrees, walk on slippery surfaces, be exposed to sunlight, work where there are sudden temperature changes, be at risk of getting bitten by animals or insects, meet deadlines with severe time constraints, or work irregular or extended hours