IEP , Instructional Paraeducator; Buildings

IEP Support, Instructional Para educator (IP)

Paraeducators are an integral part of the learning and teaching team. Under the direction of the principal or designee, para educators assist with multiple levels of support in schools. The instructional para educator assists in providing instruction to and supervision of students in a variety of settings. These settings include, but are not limited to: cafeterias/eating areas, classrooms, playground/recess, crosswalks, hallways, and bus/loading areas.

ALE are non-traditional learning environments that provide expanded learning opportunities for students. ASD/ISI provides a safe and focused educational environment for students while they are assigned after-school detention or are removed from the regular classroom, respectively. Community Transitions provides life skills and workplace training support to students ages 18-21. IEP Support para educators provide services to a specific student or program as defined within the IEP.

LAP/Title provides targeted assistance to students with specific academic needs. Preschool para educators foster learning through intentional play, exploration and language-rich environments. Resource Room supports and delivers systematic instruction designed by special education teacher. The instructional para educator may also perform clerical and office tasks in support of teachers and other district staff.

An instructional para educator may perform all or some of the responsibilities defined below:

• Support implementation of teacher designed instructional activities and classroom routines
• Conduct teacher/therapist-designed instructional experiences
• Work with individual and small groups of students
• Supervise, model, and teach expected behaviors across educational settings, including classrooms, lunchroom, playground, hallways, etc.
• Implement individual and school wide behavior support plans and positive interventions
• Implement district-adopted de-escalation strategies
• Foster social and language development through play activities and active engagement with children
• Promote students' best interests through positive role modeling and student advocacy
• Administer assessment materials as trained or delegated
• Assist in preparation of instructional materials and perform clerical duties associated with general instruction program
• Consistently and respectfully respond to student needs while maintaining confidentiality
• May administer medications pursuant to Board policy and pursuant to state and federal law
• Assist with care and hygiene needs, as required
• Monitor highly structured environments
• Coordinate with transportation department to arrange transportation for students at conclusion of ASD as needed and monitor students until they are on their bus or picked up by a parent or guardian
• Perform first aid

The preceding list of duties and responsibilities is not exhaustive and may be supplemented as necessary.

Each of the positions at the specific school serves as one unit of the whole team, and as such, is subject to assignment to tasks in other areas within the classification.

Must be able to work in a team setting and take direction

Ability to balance firm and consistent discipline with positive behavior intervention and supports (PBIS)

Ability to remain calm in times of high stress

Ability to move quickly to meet student needs, maintain safety and respond to crisis

Ability to maintain confidentiality

Ability to supervise recess/unstructured activities, including ability to respond quickly to an emergency or student need

Must possess organizational skills and the ability to work independently

Ability to build and maintain positive relationships with students, parents, and co-workers

Ability to learn and apply both positive and corrective behavior management techniques

Ability to use proper grammar, spelling, and language in both oral and written communication, as well as basic math skills

Willingness to be trained in district-approved de-escalation procedures at the first available opportunity

Demonstrate basic computer skills, including the ability to create and modify documents and to adapt to new technologies

Ability to learn and operate a variety of educational/office equipment

Must have access to reliable transportation

Possess valid WA driver license, satisfactory driving record, and willingness to obtain district-provided Type II driver training for the purpose of transporting students when required

Required to deal with a wide range of student, staff and public behaviors and needs in a positive and service-oriented manner

May experience shifts in work schedule and/or work site according to district needs

May occasionally deal with distraught or difficult students or parents

Ability to lift up to 50 pounds

Amount of sitting, standing and walking may vary depending on the age of students and classroom assignments. Generally, the job requires 20% sitting, 40% walking, and 40% standing.

The usual and customary methods of performing the job's functions require the following physical…