Level II Instructional Paraprofessional - SY

Paraprofessional Level 2

The role of the Paraprofessional Level 2 is to provide assistance in the supervision and instruction of students with mild, moderate, or severe special needs under the guidance of a certificated teacher. This includes observing and documenting student progress, implementing instructional plans, and assisting students with their physical, behavioral, and adaptive requirements.

Qualifications:

• High School Diploma or GED required.
• An Associate's degree or higher OR completed two years of study (equaling 60 or more credit hours) from an accredited institution of higher education OR obtained a passing score on one of the Arizona Department of Education paraprofessional approved assessments required.
• General computer skills.
• Ability to read and follow directions.
• Effective writing and verbal communication skills.
• Function effectively as a team member.
• Be responsible, reliable, and punctual.
• Be flexible and adaptable to change.
• Positively accept direction.
• Establish and maintain courteous, cooperative working relationships with students, staff, and parents.
• Direct constructive criticism toward improving the district.
• Exercise positive problem-solving behavior and conflict resolution skills.
• Adhere to the dress code appropriate to the site and job.
• Be a positive role model for students.
• Work with a large cross-section of people in a professional and non-judgmental manner.

Essential Duties and Responsibilities:

• Collaborative support:
  Work collaboratively with the special education teacher, administration, general education teachers, parents, therapists, and students to implement the goals and accommodations/modifications specified in each student's Individual Education Plan (IEP).
• Adapt classroom activities, assignments, and materials under the teacher's direction to enable all special education students to participate in classroom activities and address IEP goals.
• Collect data on students' IEP goals in collaboration with the special education and/or general education teacher, using various data collection techniques to monitor student growth and progress.
• Assist in creating visuals and aids as directed by the teacher/therapists to support student communication and learning.
• Directly support students with daily living skills, including eating/feeding, dressing, grooming, toileting, transfers, positioning, mobility, and the use of assistive devices, as directed.
• Provide support to appropriate therapist(s) during therapy sessions and provide carry-over of therapy routines and/or strategies as instructed.
• Implement behavioral plans developed by the IEP team for students to assist in meeting the student's needs and providing a consistent environment.
• Assist in the operation/care for and use of alternative/augmentative communication or other assistive technology with students as directed.
• Assist with the supervision of students during emergency drills, assemblies, recess, lunch periods, and field trips to help maintain a safe environment.
• Participate as a provider in the recording, reporting, and gathering of data, including data input into a computer program as directed by your supervisor.
• Perform record-keeping (daily data on instruction and/or behavior) and clerical functions (e.g., correcting papers, copying, instructional materials, etc.) to support the teacher in providing necessary records/materials.
• Maintain Nonviolent Crisis Intervention (NCI) certification if indicated for your position and be willing to participate in providing a therapeutic hold for safety as needed.
• Emergency response:
  Respond to emergency situations (e.g., injured student, fights, etc.) for the purpose of resolving immediate safety concerns.
• Maintain the confidentiality of protected student information as directed during and after employment with the district.
• Refer all parent questions/concerns directly and immediately to the appropriate supervisor.
• Assist other personnel as directed to support them in the completion of their work activities.
• Participate in site/district meetings and in-service trainings as assigned.
• Serve as a primary source of information and support any substitute teacher assigned in the absence of the regular…