Paraeducator Assistant HQ DHH

Position Title

Para educator Assistant III – Special Education (Highly Qualified)

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

Para educator Assistant III regularly provides academic instructional assistance for a significant portion of the assignment in a Special Education classroom. At a Title I school, the role must be highly qualified and requires additional intensive training in student data collection, communication strategies, severe behaviors, and positive behavior management for Autism Spectrum Disorders.

• Assists teaching staff with lesson outlines and plans.
• Plans, prepares, and develops teaching aids.
• Presents subject matter to students using various instructional methods.
• Assists students individually or in groups with lesson assignments.
• Presents or reinforces learning concepts.
• Prepares, administers, and grades examinations and homework assignments.
• Observes student progress and problem areas for referral to the classroom teacher.
• Confers with the classroom teacher and parents on student progress.
• 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 playgrounds, in lunchroom, school halls, library, and study halls.
• Operates standard office equipment.

Serves three-, four-, and five‑year‑olds with disabilities, providing developmentally appropriate curriculum covering literacy, math readiness, gross and fine motor skills, self‑help skills, communication, and social skills. Curriculum addresses cognition, receptive and expressive language, and social/emotional development.

Provides a system of academic and emotional/behavioral support for students with significant emotional/behavioral needs. Supports students in a range of settings from self‑contained classrooms to full inclusion. Aims to develop prosocial behaviors and academic progress while employing structured behavior management and positive reinforcement.

Focuses on communication and social emotional skills using various strategies, serving students primarily with Autism. Emphasizes data collection, behavior documentation, and small group instruction.

Co‑teaching model addressing all areas of child development, incorporating kindergarten standards and curriculum in a kindergarten setting.

Builds foundations for life success through an academically rich environment. Supports cognitive disability students to access alternative curricula aligned with Nevada State Standards using picture, word, and symbol modalities.

Diverse settings within general education classrooms, providing academic and emotional support for students with significant behavioral needs. Uses structured behavior programs with frequent reinforcement and consistent consequences.

Systematic intensive instruction focusing on language, functional routines, academic skills, play concepts, social skills, and motor skills. Highly structured, small‑group instruction with visual supports and data‑based decision‑making.

Provides a social skills curriculum emphasizing social thinking, coping skills, language/communication development, school‑wide success skills, structured social interaction, transition to general education, organization skills, bullying prevention, and related services as determined by the IEP.

Assists students with hearing impairments to access curriculum, utilizing appropriate questioning, discussion techniques, and technology. Demonstrates knowledge of current technology practices and effectiveness in supporting communication and other functional needs.