Special Education Paraeducator

Special Education Para educator

• Date Posted: 9/15/2026
• Location:
  
  Kent County Secondary ILC
• Date Available:
  
  as soon as possible
• District:
  Capital School District

Description Special Education Para educator

Student Support & Intervention

Salary Current Para educator Salary Schedule

Terms of Employment
: 10 month employee (Temporary Hire/Position for the School Year)

Evaluation
:
Performance evaluated annually in accordance with DPAS II Specialist guidelines and Board of Education policy.

The Special Education Para educator provides direct, intensive support to students with disabilities, facing behavioral and mental health challenges by providing direct intervention, data collection, and coaching for educational staff.. Students may demonstrate verbal or physical aggression, emotional dysregulation, difficulty with transitions, school avoidance, or other behaviors that interfere with learning and relationships.

This position requires an individual who understands that behavior is a form of communication and who can balance structure, accountability, relationship building and therapeutic support while maintaining high expectations for students.

The para educator works closely with school leaders, teachers, BCBAs, mental-health professionals, special-services staff, families, and community partners.

Paraeducators who have already met certification requirements for Registered Behavior Technician, or those who have experience working with exceptional students are welcome to apply.

• Maintain appropriate professional boundaries, conduct, and interactions with all students at all times, adhering strictly to Capital School District policies, ethical standards, and Delaware Department of Education regulations.
• Employ approved, safe, evidence-based de-escalation techniques and crisis intervention protocols when supporting students.

• Provide direct support to Tier 3 exceptional students and monitor classroom behaviors throughout the school day.
• Assist with student assessments, file reviews, and the implementation of Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs).
• Track and evaluate progress data for specific behavioral goals and BIP outcomes.
• Support referral and transition processes for students transitioning between high-level care settings and less restrictive environments (settings transitions back to home schools like Dover High and transitions between support programs like Kent County Intensive Learning Center, Parkway Senator Step Up, and Delaware Guidance).
• Assist students with developing skills in emotional regulation, coping , conflict resolution, problem solving, delayed gratification, frustration tolerance and appropriate communication .
• Utilize trauma-responsive, restorative and relationship
  -based approaches with working with students.
• Proactively identify early signs of behavioral escalation and implement appropriate prevention and de-escalation strategies.
• Respond safely and professionally to behavioral crisis, including incidents involving verbal and physical de-escalation
• Support students in successfully returning to instruction following behavior incidents through regulation, reflection, problem solving and restorative practices.
• Reinforce positive behaviors and recognize student growth and progress
• Conference with students throughout the school day to review goals, progress towards goals and areas for student growth
• Assist with school-wide Positive Behavior Interventions and Supports and student incentive systems.
• Provide consistent one-to-one, small-group, and classroom behavioral support at various times throughout the school day.
• Use trauma-responsive, restorative, relationship-based, and positive behavior-support practices to increase engagement, strengthen relationships, and reinforce student growth.

• Partner with building leadership, district BCBAs, special service staff, and classroom teachers to model interventions and offer real-time feedback.
• Train and coach staff on effective behavioral techniques, data collection methods, and specific behavior management programs.
• Participate actively in Intervention Support Teams (IST), MTSS planning teams, monthly PLCs, district climate committees, IEP meetings, and manifestation determination reviews.
• Perform other duties as assigned by the building principal or supervisor.