Special Education Paraeducator 1:1

Para educator Position

The para educator in this position must be willing to work 1:1 with a special needs student under the direction of a certified teacher, specialist or principal. Students may be medically fragile and/or have behavior problems which could range from mild to severe. This position supports the teacher and other caregivers with a variety of instructional and physical tasks that will help the student achieve the highest level of independent functioning possible when appropriate.

Essential duties and responsibilities include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Assist in the care of medically fragile or behaviorally challenged student as directed and or stated in their IEP.
• Assist in the daily instruction of the assigned student and other students.
• Assist with the development, implementation and evaluation of IEP goals and objectives.
• 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, communication and classroom routines.
• Change diapers and/or toilet train as needed.
• Assist student with successful transitions such as 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 (i.e., Stander, special chair, etc.) using either a hoyer lift or 1 2 person lift.
• Practice effective safety and security within individual work routines.

Other responsibilities include performing instructional clerical tasks, working collaboratively with District staff and promoting teamwork with co-workers, and assisting substitute teacher with helpful information pertinent to the classroom.

Required qualifications include education and experience such as a 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. Additional requirements include being proficient in basic spelling, math and grammar skills, experienced and/or training in reading instruction, remediation, and assessment, passing a criminal background check, possessing a Washington State driver's license, possessing and maintaining Type II driver's license, completing the district's para educator core competency requirements, possessing and maintaining Positive Behavior Interventions and Supports (PBIS) certificated course, successfully completing the FWPS district-approved Right Response training at the advanced level at the next available time;

maintaining current certification at the advanced level through an annual recertification class, and working scheduled hours on a consistent basis.

Knowledge of individual education plans (IEPs), English grammar and spelling, basic math, positive behavior interventions, Right Response and de-escalation techniques, school board policies, and the ability to 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 supervision, speak, read and follow written communications in English, perform basic spelling, math and grammar skills, demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior, demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning, exercise judgment as to when to act independently and when to refer to higher authority, practice ethical and professional standards of conduct including the requirements of confidentiality, communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community, interact positively with students, parents and staff in a professional manner and demonstrate a commitment for…