Special Education Paraeducator Aide HQ CLS Ending

Overview

Special Education Para educator Aide 3 1:1 HQ CLS (32.5 hrs/wk, Ending Feb. 2026)

Under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Assists teachers in special education classrooms and provides individual or group assistance depending on student or class's functional living and academic skills and/or behavioral support needed. Incumbent can also provide attendant services to students with various intellectual and/or physical disabilities. Incumbent performs related work as required.

PARA EDUCATOR AIDE III HIGHLY QUALIFIED STATUS (HQ):
Individual selected into this position must be Highly Qualified for this assignment. Applicants must possess a high school diploma or its recognized equivalent, and have completed the following requirements:
Completed at least 48 semester hours of credit at an accredited college or university; or, obtained an associate s degree or higher degree from an accredited college or university; or, passed the Para Pro Assessment prepared and administered by Educational Testing Services (ETS) with a score of at least 460.

The Teacher Aide III works in a special education classroom assisting the teacher and/or a special education student within the general and/or special education classroom, in specific specialized programs such as: CLS (Comprehensive Life Skills), EC (Early Childhood), MA (Multi-Age), SIP (Social Intervention Programs), Strategies (Autism Spectrum Disorders), Social Resource and/or Resource classrooms as well as one-on-one assistance. Additionally, a Teacher Aide III working at a Title I school must be highly qualified.

May act as liaison between general education teachers, resource teachers; previews instructional information when possible and may attend seminars and conferences.

Teacher aides may be assigned to a variety of special education programs or individual students who require adult support based upon their IEPs (Individualized Education Program). Duties may include: assist students with intellectual, physical, or behavioral disabilities in boarding and de-boarding buses before and after school; assist students in reaching proper location in school; accompany students into general education classrooms; provide attendant services (diapering, toileting, washing faces, etc.)

to students as needed; supports instruction in proper health and hygiene habits; performs delegated procedures such as clean intermittent catheterization, provide emergency and first aid care as necessary; move students weighing 50-80 pounds, daily and repetitively; follows proper safety procedures; prepares and helps feed students as needed; supports instruction in functional life skills; realizes individual needs of students with intellectual, physical and/or behavioral disabilities and modifies general education classroom assignments occasionally;

follows behavior plans as outlined in students  IEPs; uses positive behavior management techniques; assists with lesson assignments; reinforces learning concepts to students; maintains discipline and order on the playground, lunchroom, library and classrooms; accompanies students on field trips; arranges and adjusts wheelchairs, oxygen hoses and other equipment as needed; communicates with special education teachers about concerns and/or observations of students;

assists in maintaining bulletin boards in the classroom; may assist children with medication when trained; assists in the operation of classroom equipment or students  assistive technology devices; assist in recording student progress towards goals and developing instructional materials and preparing graphs and charts; assists in modification of the general education curriculum; participates in district training programs when requested and receives training in and implements non-violent behavioral intervention procedures;

maintains confidentiality regarding student information and records.

The Early Childhood Program (EC), EC SIP, EC STRAT, IEC, IK, CLS, SIP, STRATEGIES, SOCIAL RESOURCE, AH, VI, etc. describe various program models and settings. This section provides developmentally appropriate curriculum, supports for social/emotional development, autism-focused strategies, hearing/vision accommodations, and related instructional practices. Duties may vary by program assignment and involve collaboration with multiple instructional teams.

Education/

Experience:

Any education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:
Any experience that would demonstrate the ability to successfully perform the duties and responsibilities.

Knowledge of:
Educational principles and techniques; student behavior and characteristics; basic discipline and positive behavior modification…