Special Education Paraeducator Assistant HQ SIP PIVOT

Para educator Assistant III – Special Education

Individual selected into this position must be Highly Qualified for this assignment. Applicants must possess a high school diploma or its recognized equivalent and must completed at least one of the following:

• 48 semester hours of credit at an accredited college or university;
• an associate’s degree or higher degree from an accredited institution;
• pass the Para Pro 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. A Para educator Assistant II working at a Title I school must also be highly qualified. The role involves additional intensive training beyond that required for a Para educator Aide II, covering student data collection, communication strategies, severe behaviors, and positive behavior management for Autism Spectrum Disorders.

Responsibilities include independently preparing materials, implementing behaviorally based instructions, developing lesson outlines and detailed computer‑generated instruction, conducting screenings, providing vocational training in the community daily, preparing graphs, charts, and behavioral analysis data, participating in student IEPs, and extensively modifying and adapting the general education curriculum.

Assists teaching staff in a variety of classroom and related areas; assists in preparing lesson outlines and plans; assists in planning, preparing, and developing various teaching aids; presents subject matter to students using a variety of teaching methods; assists students individually or in groups; prepares, administers, and grades examinations and homework; observes student progress and problem areas for referral; confers with classroom teacher and parents;

maintains classroom supplies and equipment; assists in maintaining student discipline; operates standard office equipment and audio‑visual equipment.

The Early Childhood Special Education Program provides services to three, four, and five‑year‑olds with disabilities. The curriculum addresses all child‑development areas: literacy, math readiness, gross and fine motor, self‑help, communication, and social skills, along with cognition, receptive and expressive language, and social/emotional development.

The EC SIP Program focuses primarily on social‑emotional development, serving students with behavioral challenges in a small group setting. It combines EC and SIP practices to suit student needs.

The EC Strategies Program emphasizes communication and social‑emotional skills using various strategies, typically serving students with Autism. It functions with a small group setting and extensive data collection.

The SPED IK Program offers a co‑teaching model addressing all developmental areas and kindergarten standards within a kindergarten setting.

Focusing on building a foundation for life, CLS promotes critical social, emotional, and cognitive skills. It assists students with cognitive disabilities to access an alternative curriculum aligned with Nevada State Standards.

The SIP supports students with significant emotional/behavioral needs across settings, aiming to help children acquire prosocial behaviors and academic progress using a structured behavior‑management program.

Designed to support students on the autism spectrum, the program offers systematic, intensive instruction in language, routines, pre‑academic skills, play, social skills, motor skills, and functional behaviors in a highly structured small‑group setting.