Special Education Paraeducator; Sped

Starting Date: Aug 24, 2026

SPECIAL EDUCATION PARA EDUCATOR

LOCATION:
Union High School

DEPARTMENT:
Special Services

Hours:

6 Hours Per Day 8:45 a.m. – 3:15 p.m. (30 min unpaid lunch) plus 3.83 Hours on Early‑Release Days 8:45 a.m. – 1:05 p.m. (30 min unpaid). 190 days per year.

Position status:
Student Support;
Duration:
Permanent.

Must meet Para educator Employment Requirements:

• Be at least 18 years of age and hold a high school diploma or equivalent.
• Must meet one or more of the following:
• Have received a passing score of 455 or higher on the ETS Para Pro Assessment.
• Hold an Associate Degree or higher from an accredited college or university.
• Have earned 72 quarter credits or 48 semester credits at 100 level or higher at an accredited college or university.
• Have completed a Para educator Apprenticeship Program registered with Washington State Apprenticeship and Training Council.

Upon hire, new para educators will be required to complete state‑required training offered through the school district.

• Under direction of the Special Education teacher or IEP manager, provide special education services and supports to elementary and/or secondary students eligible for special education as follows:
• Communicate effectively with students, staff, and parents.
• Provide one‑to‑one and group instruction to students as directed by the teacher to meet IEP goals.
• Assist in establishing and maintaining a learning environment according to course goals and curriculum outcomes.
• Assess student progress, evaluate learning, and collect student performance data to ensure progress toward IEP goals.
• Assist in administering and scoring formal and informal tests.
• Implement behavioral management strategies using the techniques outlined by the teacher.
• Assist in organizing and preparing instructional materials.
• Address student’s bathroom needs and provide assistance with lifting and changing students when required.
• Feed students as necessary.
• Handle body fluids as necessary.
• Lift and/or position students as necessary.
• Provide services as directed by related service providers (OT, PT, SLP).
• Assist students with using assistive technology, augmentative communication, or physical assist devices.
• Attend training sessions as necessary to maintain an up‑to‑date understanding of student needs.

• Perform other related duties as assigned.

• Vision: 66‑100%
• Speaking: 66‑100%
• Hearing: 66‑100%
• Standing: 33‑66%
• Sitting: 33‑66%
• Walking: 33‑66%
• Writing:
  Up to 33%
• Bending: 33‑66%
• Stooping: 33‑66%
• Reaching: 33‑66%
• Lifting: 33‑66% (up to 50 lbs. individually; more than 50 lbs. with assistance)
• Risk for exposure to blood borne pathogens and other potentially infectious materials.
• Running:
  Up to 33%

• Reading documents: 66‑100%
• Constant Interruptions: 66‑100%
• Verbal Communication: 66‑100%
• Confidentiality: 66‑100%
• Written Communication:
  Up to 33%
• Multiple Concurrent Tasks: 66‑100%

Computer, typewriter, copy machines, telephone, and all other tools and equipment necessary to perform the essential functions.

• Basic typing/keyboarding.
• Previous experience working with students in academic areas and/or professional coursework in Special Education.
• Demonstrated ability to communicate effectively with students, staff, and parents.
• Demonstrated ability to work with and supervise students.
• Must possess personal characteristics of flexibility, initiative, and cooperativeness.
• Demonstrated ability to maintain confidentiality of sensitive information.
• Demonstrated ability or willingness to learn computer skills and assistive technology.
• Demonstrated ability or willingness to learn to operate the office equipment.
• Demonstrated ability to perform under conditions of constant interruption.
• Must possess physical strength and ability to deal with potentially aggressive behavior of students.
• Demonstrated ability to establish and maintain positive relationships with others as part of a team.

• Knowledge/awareness of own cultural identity and desire to learn about the cultural identity of others.
• Supports a positive school…