Paraprofessional Student Aide

Bendle Public Schools Paraprofessional Aide Description

Position Title:

Paraprofessional Aide Department:
Special Education

Reports to:

Building Principal Summary

Paraprofessional Aide provides instructional, behavioral, and personal support to students under the direction of certified teachers and special education staff. This role is essential to helping students access the general education curriculum, achieve IEP goals, and develop independence in a safe, supportive learning environment. Paraprofessional aides take direction directly from building administration, special education teachers, and classroom teachers.

• Assist in implementing Individualized Education Plans (IEPs) as directed by the classroom teacher and/or special education staff
• Provide one-on-one or small group instructional support to reinforce learning concepts
• Support students with behavioral interventions and positive behavior support plans
• Modify or adapt instructional materials as directed
• Monitor student progress and document observations for teacher review
• Support students with personal care needs (e.g., toileting, feeding, mobility) as required
• Facilitate inclusion of students with disabilities in general education settings
• Assist with transitions between classes and activities
• Maintain confidentiality of student information in compliance with FERPA and district policies
• Collaborate with teachers, therapists, and other support staff
• Perform other duties as assigned

Paraprofessionals supervise students by providing guidance and support to help with goals and academics and to maintain appropriate classroom behavior.

• High school diploma required or general education degree (GED)
• Prior experience working with children in an educational or intervention setting preferred.
• Ability to follow teacher and specialist directions while working independently with students.
• Strong collaboration and organizational skills.
• Patience, empathy, and the ability to build positive relationships with students.
• Commitment to maintaining a safe, inclusive, and supportive learning environment.

• Understand the goal behind a task and adjust support without doing the work for the student
• Help students plan, organize, and complete tasks
• Break down directions into manageable steps
• Recognizing when a student truly understands vs. is just compliant

• Identify why a behavior is happening (attention, escape, sensory, etc.)
• Choose appropriate responses based on the function of behavior—not just the behavior itself
• Anticipate where breakdowns might happen and scaffold ahead of time
• Handle unexpected situations (meltdowns, schedule changes, peer conflicts) calmly

• Interpret student communication (including nonverbal or AAC)
• Model appropriate social interactions
• Adjust communication style based on the student’s needs

• Maintain appropriate boundaries (support vs. independence)
• Respect confidentiality and dignity
• Know when to step in vs. when to let the student struggle productively

• Paraprofessionals must actively work to de-escalate situations and avoid triggering students.
• Recognize known student triggers (tone of voice, demands, transitions, peer interactions, etc.)
• Anticipate escalation before it happens
• Notice subtle signs of dysregulation (body language, tone, pacing, withdrawal)
• Act early with supports (breaks, redirection, calming strategies)
• Stay calm, neutral, and non-confrontational—even when a student is escalated
• Avoid power struggles, arguing, or escalating language
• Model calm behavior and emotional control
• Avoid taking student behavior personally
• Reflect on what triggered the situation

• Ability to read, write, and comprehend simple instructions, short correspondence, and memos.
• Ability to effectively present information in one-on-one and small group situations to staff, students, and administrators.
• Ability to observe and chart students’ behavior and academics to collect data for staff.

• Ability to move throughout the classroom and building quickly, with constant movement.
• Walking, kneeling, squatting, or bending to the student's level
• Ability to transition with students (hallways, playground, buses, community settings)
• Ability to lift, 25–50+ lbs., for wheelchairs or adaptive equipment, toileting/diapering (if required by assignment)