Special Education Paraeducator Assistant SIP

Summary Description

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.

Position requires academic instructional assistance in a Special Education classroom and high qualification for Title I schools. Requires additional intensive training in student data collection, communication strategies, severe behaviors, and positive behavior management for Autism Spectrum Disorders. The assistant independently prepares materials, implements behaviorally based instructions, develops lesson outlines and digital instructional materials, conducts screenings, provides vocational training, prepares graphs and charts, participates in IEPs, has in‑depth knowledge in communication, and extensively modifies and adapts the general education curriculum.

• Provides academic instructional assistance for a significant portion of the assignment.
• Must be highly qualified when assigned to a Title I school.
• Requires additional intensive training beyond Para educator Aide II.
• Independent preparation and implementation of materials and instructions.
• Supports vocational training and behavior analysis.
• Participates in IEPs and communication strategies.

• Assist teaching staff with lesson outlines, plans, and teaching aids.
• Present subject matter and reinforce learning concepts using a variety of techniques.
• Prepare, administer, and grade exams and homework.
• Observe progress, identify problem areas, and report to classroom teachers.
• Collaborate with teachers and parents about student progress.
• Set up and maintain classroom bulletin boards and audio‑visual equipment.
• Order supplies, manage classroom supply inventory.
• Assist with student discipline in various school settings.
• Operate standard office equipment.

Examples of program‑specific duties are summarized below.

• Early Childhood Special Education – Supports children 3‑5 years with disabilities, focusing on literacy, math, motor, self‑help, communication, and social skills.
• Early Childhood SIP – Emphasizes social‑emotional development, serves students with behavioral challenges in a small group setting.
• Early Childhood STRAT – Targets communication and social‑emotional skills for students with autism, using data collection to document progress.
• Integrated Kindergarten – Co‑teaching model that includes kindergarten standards and curriculum.
• Comprehensive Life Skills – Builds critical social, emotional, and cognitive skills for students with cognitive disabilities, delivering alternative curriculum aligned with state standards.
• SIP (Social Intervention Program) – Provides academic and behavioral support within the regular school setting, aiming to replace impeding behaviors with positive behaviors.
• Strategies – Supports students on the autism spectrum with systematic, intensive instruction in language, routines, pre‑academic and social skills.
• DHH – Deaf and Hard of Hearing – Supports students with hearing impairments using appropriate technologies and communication strategies.
• Visual Impairment – Provides adaptations, assistive technologies, and environmental support for blind or partially sighted students.

• Education:
  
  Completion of 48 semester or 60 quarter units in child development, education, special education, or related field.
• Experience:
  
  One year of instructional or personal‑guidance experience, or two years as a Para educator aide.
• Alternative:
  High school diploma plus two years as a Para educator aide.

Thirty hours of classroom work and observation, including ABA principles, data collection, and PC or BCBA observation. Knowledge of educational principles, discipline techniques, English usage, mathematics, office methods, and proper record keeping. Skill in instruction, lesson planning, assessment, communication with parents and staff, and use of office and audio‑visual equipment.

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