Long Term Sub Intervener Support Professional Special Education: Itinerant​/Purchase of Service

Job Details

• Job Title:
  
  Long Term Sub Intervener Support Professional – (Special
  
  Education:
  
  Itinerant/Purchase of Service)
• Position Type:
  Support Staff / Special Education Program, Classroom or Intervener Assistants
• Date Posted: 1/29/2026
• Available Date: 03/02/2026
• District:
  Intermediate School District 917
• Assignment
  
  Location:
  
  Kaposia Elementary in South St. Paul
• Hours per Day: 7.5
• Schedule:
  
  8:15 – 3:45, 5 days a week for roughly 6 weeks total
• Anticipated
  
  Start Date:
  
  March 2, 2026
• Starting Pay Rate: $25.82 per hour (per the Education Support Professionals Contract)

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as educational, communication, emotional, physical, and behavioral. The paraprofessional interveners work with students individually to support communication, mobility, and sensory needs during all activities throughout the school day in a center‑based deaf and hard of hearing program.

Professionalism, empathy, and a non‑judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and help them understand and exhibit appropriate behaviors at school and in the community. They are part of a team environment where collaboration, communication, and adaptability are key to the success of the team and the students.

• Support learners who are deafblind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout the day in special education and/or general education settings based on learner needs.
• Assist the classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies under the direction of the teacher or other professionals to provide differentiated instruction and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in behavioral, social, and educational areas.
• Assist licensed staff in implementing classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, using de‑escalation techniques, and redirecting inappropriate behaviors; may be required to use physical restraints.
• Assist students in daily routines, including escorting during arrival and departure, special classes or therapy, and supervising in school areas such as lunch, playground or gym, and off‑site activities.
• Facilitate activities under the direction of the teacher, therapist, or other related services staff.
• Help maintain the safety of the student and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff to meet student needs and maintain a positive work environment for all.
• Participate in training/in‑service as assigned, in accordance with the contract.
• Perform other job‑related duties as assigned.

• Willingness to participate in a paid six‑week Deaf Blind Intervener Training program.
• Experience working with children who are deaf or hard of hearing and visually impaired with additional needs in an educational setting; preferred, with general knowledge of the practices, methods, and techniques used in the teaching of such students.
• Ability to support both sign language and spoken language development of learners with a hearing loss.
• Must be highly qualified: two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the Para Pro assessment.
• Ability to work effectively as a member of a team with staff, parents, and the community, building and maintaining collaborative, positive relationships and following program direction from teachers and administration.
• Willingness to complete training in…