Paraprofessional Special Education Cooperative; PASEC)

Overview

Paraprofessionals for the Plano Area Special Education Cooperative (PASEC). Full-time paraprofessionals (7.5 hours/day) serve Plano-area schools. The individual will function as a program or classroom instructional assistant and may be assigned as a one-on-one (1:1) instructional assistant. These are full-time positions that include benefits.

Must meet all requirements in accordance with PERA and the implementation of PA 097-0067 paraprofessional approval from the Illinois State Board of Education.

Qualifications: Must meet all requirements in accordance with PERA and the implementation of PA 097-0067 paraprofessional approval from the Illinois State Board of Education required.

Compensation: Range between $16.25-$18.75 depending on background and experience.

Reports To: Classroom teacher, Building Principal, and/or Special Education Administrative Staff.

Essential Functions: The essential functions of this position include, but are not limited to, the responsibilities and functions specified herein.

• Maintain professional growth to fully support educational programming.
• Support and act in accordance with all PASEC Governing Board goals, objectives and policies, The School Code of Illinois, and other federal and state laws.
• Assume appropriate roles as adult model and educator.
• Demonstrate knowledge of students' needs (educational, medical, physical, sensory, speech/language, social/emotional, recreational, vocational, etc.) as established by a multidisciplinary team and implement as needed.
• Maintain strict confidentiality regarding all matters pertaining to students and personnel.
• Demonstrate effective organizational skills, time management, and flexibility to meet staff and students' needs.
• Function as program or classroom instructional assistant; may be assigned as a 1:1 instructional assistant.
• Attend work regularly, arrive to school on time; prepared to assist in the classroom.
• Assist with other duties and responsibilities as assigned by the program coordinator and/or classroom teacher.

Performance Responsibilities:

• Planning and Preparation
• Check and maintain appropriate student-related equipment after receiving training by the appropriate related service staff.
• Assist in the preparation of instructional materials (copy, order, arrange, or gather materials as directed) including visual aids and classroom displays.
• Observe and record data as directed by the educational team.
• Classroom Environment
• Escort, supervise, and assist students in various settings throughout the building including cafeteria, recess, and general education/special education classrooms, including arrival and dismissal times.
• Assist students in restrooms (supervise breaks, personal hygiene) as needed.
• Facilitate appropriate social interactions amongst students by prompting, modeling, and reinforcing appropriate social behaviors in small group or classroom settings.
• Assist in the follow-through of planned behavior plans/interventions and provide reinforcement.
• Assist with personal care functions (e.g., hygiene, mobility, dressing) as needed; may include prescribed range of motion exercises and ambulation.
• Lifting may be required; assist with student transfers up to 40 pounds. Any lift above 40 pounds requires two people.
• Implement special systems/programs following training to assist students with specific diagnoses.
• Instruction
• Assist teacher with maintaining inclusive, learner-centered environments.
• Provide academic support to students as directed by the educational team.
• Assist students with life-skills-based curricula in school or community settings.
• Help students implement and self-manage organizational skills.
• Help facilitate inclusion of students into general education settings.
• Assist and monitor students using assistive technology devices.
• Professional Responsibilities
• Establish a positive rapport with staff, students, and families.
• Consult or meet with teachers or other professionals, engaging in positive problem-solving steps to resolve areas of concern and request direction, instruction, or guidance for new or unfamiliar tasks.
• Provide and communicate information in a timely manner about students or equipment.
• Refer questions from families to appropriate channels.
• Model appropriate hygiene, appearance, interaction, and actions.
• Provide accurate information about students to team members and discuss confidential school issues only with appropriate personnel.
• Be flexible, willing to…