Special Education Paraeducator Assistant HQ Adult

highly qualified

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 parapro assessment prepared and administered by educational testing services (ets) with a score of at least 460.

under general supervision, assists teaching staff in providing individual and group instruction, including developing and maintaining records and instructional materials. Incumbent performs related work as required.

the para educator assistant ii is regularly required to perform academic instructional assistance for a significant portion of the assignment in a special education classroom. Additionally, a para educator assistant ii working at a title i school must be highly qualified. The para educator assistant ii class requires additional intensive training beyond and including what is necessary for a para educator aide ii: special education class;

in the areas of student data collection, communication strategies, severe behaviors, and positive behavior management for autism spectrum disorders. Additionally, the para educator assistant ii: special education class independently prepares materials; implements behaviorally based instructions; develops lesson outlines and detailed computer generated instructional materials; conducts screenings; independently provides vocational training in the community on a daily basis; independently prepares graphs, charts, and behavioral analysis data;

actively participates in student iep's; possesses in-depth knowledge in communication; and extensively modifies and adapts the general education curriculum.

• assists teaching staff in a variety of classroom and related areas.
• assists in preparing lesson outlines and plans in assigned areas.
• assists in planning, preparing and developing various teaching aids.
• present subject matter to students utilizing a variety of teaching methods and techniques within traditional and/or non-traditional educational settings.
• assists students, individually or in groups, with lesson assignments.
• reinforces learning concepts.
• prepares, administers and grades examinations and homework assignments.
• observes progress and problem areas of students for referral to the classroom teacher.
• confers with classroom teacher and parent on progress of students.
• prepares classrooms and audio-visual equipment for use.
• orders supplies and equipment.
• maintains classroom bulletin boards.
• distributes and collects teaching materials.
• assists in maintaining student discipline and order on the playgrounds, in the lunchroom, school halls, library and study halls.
• operates standard office equipment.

• ec - early childhood/pre-k: provides services to 3-5 year olds with disabilities, developing curriculum including literacy, math readiness, motor skills, self-help, communication, social skills, cognition, receptive and expressive language.
• ec sip - early childhood/sip: focuses on social emotional development and serves students with behavioral challenges in a small group setting.
• ec strat - early childhood/strategies: focuses on communication and social emotional skills, primarily for students with autism.
• ik - integrated kindergarten: provides developmentally appropriate curriculum in a co‑teaching model addressing kindergarten standards.
• cls - comprehensive life skills: builds foundation for life success, supports students with cognitive disabilities to access alternative curriculum aligned with nevada state standards.
• sip - social intervention program: provides academic and behavioral support to students with significant emotional/behavioral needs within the regular school setting.
• strategies: designed to support students who may be on the autism spectrum, focusing on receptive/expressive language, functional routines, pre‑academic skills, play…