Special Education Paraeducator; biweekly

1:1 Special Education Para educator (61.5 hours biweekly) (2)

Reading Public Schools Reading Memorial High School - Reading, Massachusetts

Starting Date: Aug 31, 2026

Under the daily direction of a licensed Special Education Teacher experienced in Autism, PDD, Developmentally Delayed, Social Emotional Learning, and other severe neurological disorders or disabilities, and the general supervision of the building principal, team chair or designee, administers tutoring and support services to students in a classroom setting, small group setting or 1 on 1 setting in acquiring learning, behavior, and social skills.

Goals are established by the collaborative educational team and the student’s individualized educational plans (IEP).

• Provides a variety of responsible instructional support activities to enhance the educational environment of students and to meet the educational/training objectives of the program and the educational team.
• Implements the needs of the students IEP and implements program modifications as directed by certificated staff. Maintains awareness of the disability of the child.
• Conducts specific behavioral therapy, reviews data, reports concerns, and provides progress information and outcomes to certified staff.
• Collects data and records notes in designated student program data collection systems.
• Oversees students during class, tutoring, mainstreaming, playground, eating activities, emergencies and preparedness drills.
• Uses instructional technology appropriately with students and works with students to facilitate their use of instructional technology.
• Supervises students in a variety of situations under the direction of certified staff, the collaborative educational team, and parents, always observing students’ behaviors carefully to ensure personal and group safety.
• Assists assigned children in instruction, communication, social activities and integration, recreation, sports, arts and crafts, personal hygiene, and other designated activities.
• Assists and supervises in transferring children to and from buses, special equipment, classrooms and events, supervising students during lunch, transition, and recess time, ensuring student safety at all times.
• Assists and supervises in the toilet training, toileting, diapering, dressing, cleaning, feeding, and lifting of children as necessary.
• Provides demonstration and instruction to less experienced aides through modeling and/or shadowing techniques (a skill taught in training).
• Prepares materials for use in classroom and therapy.
• Assists in maintaining a disciplined, neat, orderly, and attractive learning environment.
• Within the framework of established policies and procedures, assists students in classroom activities in the absence of the teacher.
• Models appropriate behavior for students.
• Maintains appropriate standards of behavior, mutual respect, and safety in classroom.
• Reports observations of student skills, behaviors, and abilities to appropriate personnel.
• Assists in crisis intervention procedures and restraints.
• Communicates with parents and legal authorities, collaborative educational team, and Special Education to facilitate crisis intervention.
• Engages in physical and sometimes strenuous activities with students.
• Meets on a regular basis with Special Education staff, collaborative partner staff, and others working with assigned students.
• Assists children in instruction, communication, social activities and integration, recreation, sports, arts and crafts, personal hygiene and other designated activities.
• Follows any health plans as directed by the school nurse, and any behavior plans as directed by classroom teacher. Notifies nurse and teacher of any injuries or potentially unsafe situations.
• Maintains knowledge of students that may have medical concerns to remain aware of potentially dangerous situations for their individual condition.
• Participates in training sessions as provided by the Reading Public Schools.
• Uses feedback to reflect critically upon his or her classroom experience and identify areas for further skill and professional development.
• Performs related duties and responsibilities as assigned.

Exercises no supervision.

• Basic understanding of the general needs and behavior of children
• Knowledge of the physical requirements and emotional needs of children with disabilities and unique needs of children with disabilities such as Autism, PDD, Developmentally Delayed, Social/Emotional and other neurological disorders and learning disabilities
• Knowledge of child development theory and principles
• Demonstrate an understanding, patient, and receptive attitude toward children
• Ability to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.)
• Ability to carry out assigned duties safely and effectively
• Ability to successfully use behavior…