Special Education Paraeducator; Sped

Job Description

Title: Special Education Para educator

Location: Pioneer Elementary School

Department: Special Services

Start Date: August 24, 2026

Hours: 6.33 hours per day (7:40 a.m. – 2:30 p.m., includes 30‑minute unpaid lunch); 4.33 hours on Early‑Release Days (7:40 a.m. – 12:30 p.m., includes 30‑minute unpaid time); 6.17 hours on Designated Full Wednesdays (7:40 a.m. – 2:20 p.m., includes 30‑minute unpaid lunch); 190 days per year (180 student days / 10 holidays).

Position Status: Program Support

Duration: Permanent

Classification Group: Para educator Class II

Position Type: Part‑Time

Salary Range: $25.95 to $32.95 per hour, negotiated within the classification salary schedule.

Position will remain open until a qualified applicant is selected. The earliest date a recommendation for hire may be submitted is after 06/25/26. Expected start date is August 24, 2026.

• Be at least 18 years of age and hold a high‑school diploma or its equivalent.
• Must meet one or more of the following:
  • Pass the ETS Para Pro Assessment with a score of 455 or higher.
  • Hold an Associate Degree or higher from an accredited college or university.
  • Earn 72 quarter credits (48 semester credits) at 100‑level or higher from an accredited college or university.
  • Complete a Para educator Apprenticeship Program registered with the Washington State Apprenticeship and Training Council.

If you do not meet the required qualifications listed above, your name will be screened out of the qualified candidates list.

Upon hire, new para educators will be required to complete state‑required training offered through Evergreen School District.

• Under direction of the Special Education teacher or IEP manager, provide special education services and supports to elementary and/or secondary students eligible for special education.
• Communicate effectively with students, staff, and parents. (5)
• Provide one‑to‑one and group instruction to students as directed by the teacher to meet their individualized education program (IEP). (9)
• Assist in establishing and maintaining a learning environment as specified by course goals and curriculum outcomes. (10)
• Assess student progress, evaluate learning, and collect student performance data to ensure progress toward each student’s IEP goals. (9-10-11)
• Assist in administering and scoring formal and informal tests. (10)
• Implement behavioral management strategies using the emphasis and techniques outlined by the teacher. (6)
• Assist in organizing and preparing a variety of instructional materials. (9)
• Address students’ bathroom needs as necessary, including lifting and changing students when required.
• Feed students as necessary. (14)
• Handle body fluids as necessary. (13)
• Lift and/or position students as necessary. (13)
• Provide services as planned and directed by related services providers (OT, PT, and SLP).
• Assist students with using assistive technology, augmentative communication, or physical assist devices such as wheelchairs, walkers, standers, or lifts.
• Attend various training sessions as necessary to maintain an up‑to‑date understanding of the needs of students receiving special education services.

• Perform other related duties as assigned.

• Vision: 66‑100%
• Speaking: 66‑100%
• Hearing: 66‑100%
• Standing: 33‑66%
• Walking: 33‑66%
• Writing:
  Up to 33%
• Stooping: 33‑66%
• Reaching: 33‑66%
• Lifting and positioning: 33‑66% (up to 50 lbs. individually; more than 50 lbs. with assistance)
• Risk of exposure to blood borne pathogens and other potentially infectious materials.
• Running:
  Up to 33%

• Reading documents: 66‑100%
• Constant interruptions: 66‑100%
• Verbal communication: 66‑100%
• Confidentiality: 66‑100% (up to 33%)
• Written communication:
  Up to 33%
• Multiple concurrent tasks: 66‑100%

Percentages of requirements are estimates; reasonable accommodations may be considered.

• Computer, typewriter, copy machines, telephone, and all other tools and equipment necessary to perform the essential functions.

• Basic typing and keyboarding skills.
• Previous experience working with students in academic areas and/or professional coursework in special education. (1‑3)
• Demonstrated…