Paraeducator - Deaf​/Hard of Hearing Student - Functional Core Class

WORKING WITH A DEAF/HARD STUDENT IN A FUNCTIONAL CORE CLASSROOM

POSITION SUMMARY: The para educator in this position must be willing to work 1:1 with a deaf/hard of hearing (D/HH) student under the direction of a certified teacher, specialist or principal. The D/HH para educator’s duties include assisting a D/HH student in a variety of educational settings including D/HH and mainstream classrooms under the supervision of the deaf and hard of hearing case manager.

The type and degree of assistance, communication, and intervention will be directed by the D/HH case manager.

• Assist with the implementation and evaluation of IEP goals and objectives.
• Assist in the daily instruction of the assigned student and other students in group activities.
• Assist in the planning of daily/weekly individual and group lessons based on IEP goals and objectives.
• Collect, analyze, and maintain data to modify IEP and help determine program effectiveness.
• Provide all staff with essential information to meet IEP goals and objectives.
• Assist in developing and implementing behavior plans for the student.
• Assist with the teaching of appropriate daily living skills, including personal hygiene, toileting, feeding, other self‑help skills, communication, and classroom routines.
• Assist student with successful transitions such as arrival, dismissal, music, P.E., library, motor activities, lunch, and recess.
• Assist in transferring student, if in a wheelchair, from chair to floor and back, from chair to toilet and back or to special equipment (e.g., Stander, special chair) using either a Hoyer lift or 1–2 person lift.

• Prepare classroom or instructional materials, as requested.
• Perform instructional clerical tasks.
• Work collaboratively with District staff and promote teamwork with co‑workers.
• Assist substitute teacher with helpful information pertinent to the classroom.

• High School Diploma or Equivalent
• And one of the following:
  • AA degree, OR
  • High school diploma (or equivalent) and 48 college‑level semester credits or 72 college‑level quarter credits, OR
  • High school diploma (or equivalent) and pass the state approved para educator assessment test

Proficient in basic spelling, math and grammar skills.

Experienced and/or trained in language development as it relates to reading instruction, remediation, and assessment.

Experience working with deaf/hard of hearing students.

• Pass a criminal background check.
• Complete the district's para educator core competency requirements.
• Possess and maintain Positive Behavior Interventions and Supports (PBIS) certificated course.
• Successfully complete the FWPS district-approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class.
• Possess and maintain American Heart Association or American Red Cross CPR and first aid training.
• Work scheduled hours on a consistent basis.

• Individual education plans (IEPs).
• Assistive listening equipment (personal hearing aids, cochlear implants, FM systems, sound field systems).
• English grammar and spelling.
• Basic math.
• Positive behavior interventions.
• Right Response and de‑escalation techniques.
• School Board Policies.

• Use a sign language system in a non‑interpretive manner at a conversational level.
• Assist with the monitoring and care of assistive listening equipment (personal hearing aids, cochlear implants, FM systems, sound field systems).
• Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency.
• Work independently and work collaboratively with others fostering a team approach whenever appropriate.
• Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences.
• Demonstrate enthusiasm, flexibility and a commitment to students.
• Practice effective safety and security within individual work routines.
• Develop and maintain positive relations with staff and service providers.
• Follow written and verbal directions with minimal…