One to One Paraprofessional - [Mildred Avenue K-8] (SY26-27)
for section headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Use - for any list of duties/requirements/benefits, and
for prose. Do NOT repeat job title as heading. Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it. Preserve ALL substantive information; do NOT invent or summarize away detail. Remove cookie/navigation/legal/EEO/equal-opportunity boilerplate, duplicated lines, and application instructions. IMPORTANT: include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. Prefer a few substantive sections over many thin ones.
We need to parse the posting.
Key content:
- Under supervision of teacher, One-to-One Paraprofessional will provide direct service to individual students and participate in daily instruction and activities of the school, program, class assigned. Beyond normal classroom activities, duties correspond directly to student needs.
- Students who require a One-to-One Paraprofessional may have disabilities/diagnoses list: pervasive developmental disorder, autism, Aspergers' Syndrome, Williams' Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourettes' Syndrome, obsessive-compulsive disorder, post-traumatic stress disorder, psychiatric disorders (psychosis, schizophrenia, multiple personalities, depression), oppositional defiant disorder, ADHD, conduct disorder, genetic disorders and brain injury. Also may speak language other than English.
- Reports To: Principal/Head of Schools/School-based Special Education Administrator
- Responsibilities: Working with small groups of children instructionally, toileting, diapering, lifting and transfers, maintaining personal hygiene, assisting the school nurse in tube feedings, scribing, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, de-escalation and physical restraint. In some cases, the One-to-One Paraprofessional may be required to be a specific gender because of the nature of the work (toileting) or because of the individual history of the student. This requirement protects both the student and the One-to-one Paraprofessional. Students with One-to-One Paraprofessionals may be assigned to any school in the district including the examination schools. In these school assignments, students may be participating in advanced coursework and require assistance from a Paraprofessional. Collaborates with the classroom teacher to implement agreed-upon activities, as evidenced in daily lesson plans. Fosters open communications with parents and staff. Performs other related duties as requested by Head of School/Principal/School-based Special Education Administrator, particularly when the student is absent.
- Required Qualifications - Education: High School Diploma or GED Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html ). Experience working with a student who is diagnosed with one or more of the mild to moderate disabilities listed above. Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students. Demonstrated experience and ability in assisting with team instruction. Able to be flexible to accommodate the needs of the student and or parent/guardians. Trained in ABA Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Other qualifications will vary depending on the specific needs of the assigned student.
- Qualifications - Preferred BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
- Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.
- Then nondiscrimination policy etc (boilerplate) to be removed.
We need to decide sections.
We have content for:
- About the role: The first paragraph describing role under supervision, duties correspond to student needs, etc. Could be "About the role". We'll put prose.
- Responsibilities: The list of duties (working with small groups, toileting, diapering, etc.) plus gender requirement, assignment to any school, advanced coursework, collaboration, communication, other duties. This is a list; we can use
- .
- Requirements: Could combine Required Qualifications and Preferred Qualifications? The spec says we can have Requirements and Qualifications sections. We need to decide which to use. The headings allowed: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule.
We have Required Qualifications (education, experience, etc.) and Preferred Qualifications (language). Also we have "Terms" which includes BTU, Paraprofessional Unit, Contractual hourly rate, reference to salary info, start/end times vary, longer school day via Schedule A ELT. That could be considered Pay and Schedule? The posting mentions salary info referenced elsewhere, not explicit numbers. It says "Contractual hourly rate" and "Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step." That is not a specific pay figure; it's a reference. According to rule: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state "Contractual hourly rate" and mentions salary info elsewhere, but not actual numbers. It also mentions start and end times vary, lengths of school day vary, some have longer day via Schedule A ELT. That's schedule info but not specific times. The rule says: never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. Since schedule info is just "varies", that's placeholder; we should not create Schedule section. Similarly Pay: they say "Contractual hourly rate" but no actual rate; referencing salary info elsewhere. That's not a specific pay figure; it's vague. Likely we should not create Pay or Benefits sections. Benefits not mentioned.
Thus we may have sections: About the role, Responsibilities, Requirements (maybe combine required and preferred qualifications), Qualifications (maybe for preferred language?), Skills (maybe we could list skills like ABA training, behavior management, etc.) but we need to avoid thin sections. The instruction: Prefer a few substantive sections over many thin ones. So we could combine Required and Preferred qualifications into a single "Requirements" section (or "Qualifications") and maybe not have Skills separate.
Let's decide:
- About the role: prose summarizing role.
- Responsibilities: list of duties.
- Requirements: include education, experience, ability to work with parents, team instruction, flexibility, ABA training, work authorization, plus preferred language fluency (maybe as preferred). Could also include "Other qualifications will vary depending on the specific needs of the assigned student." That's vague but still substantive? It's a statement that other qualifications vary; could be included but not as a list item maybe.
We could also have a "Qualifications" section for preferred language? But that would be thin. Better to include language under Requirements as a bullet point: "Preferred: fluency in one of BPS' official languages (Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, Somali)."
Thus we have three sections: About the role, Responsibilities, Requirements.
Check if any content for Skills: we could extract skills like "toileting, diapering, lifting and transfers, maintaining personal hygiene, assisting the school nurse in tube feedings, scribing, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, de-escalation and physical restraint." Those are duties, not skills. Could be considered skills but they'd overlap with Responsibilities. Better to keep them in Responsibilities.
Thus output HTML:
About the role
Under the supervision of the teacher, the One-to-One Paraprofessional provides direct service to individual students and participates in the daily instruction and activities of the school, program, and class to which the student is assigned. Beyond normal classroom activities, the paraprofessional’s duties correspond directly to the needs of the student, which may include a range of disabilities or diagnoses (e.g., pervasive developmental disorder, autism, Asperger’s Syndrome, Williams Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourette’s Syndrome, obsessive‑compulsive disorder, post‑traumatic stress disorder, psychiatric disorders such as psychosis, schizophrenia, multiple personalities, depression, oppositional defiant disorder, ADHD, conduct disorder, genetic disorders, brain injury) and may also involve students who speak a language other than English.
Responsibilities
- Working with small groups of children instructionally
- Toileting, diapering, lifting and transfers
- Maintaining personal hygiene
- Assisting the school nurse in tube feedings
- Scribing and note taking
- Implementing language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.)
- Providing Braille instruction
- Applying Applied Behavioral Analysis (ABA)
- Behavior management, redirection, de‑escalation, and physical restraint when necessary
- In some cases, being a specific gender due to the nature of the work (toileting) or student history
- Supporting students in any district school, including examination schools, and assisting with advanced coursework
- Collaborating with the classroom teacher to implement agreed‑upon activities as evidenced in daily lesson plans
- Fostering open communication with parents and staff
- Performing other related duties as requested by the Head of School/Principal/School‑based Special Education Administrator, particularly when the student is absent
Requirements
- Education: High School Diploma or GED; or forty‑eight (48) credit hours of college coursework or an Associate’s Degree; or a passing score on the ParaPro Assessment or WorkKeys Certificate of Proficiency for Teacher Assistants
- Experience working with a student diagnosed with one or more of the mild to moderate disabilities listed above
- Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students
- Demonstrated experience and ability in assisting with team instruction
- Ability to be flexible to accommodate the needs of the student and/or parent/guardians
- Trained in Applied Behavioral Analysis (ABA)
- Current authorization to work in the United States (must be held by first day of employment)
- Other qualifications may vary depending on the specific needs of the assigned student
- Preferred
for prose. Do NOT repeat job title as heading. Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it. Preserve ALL substantive information; do NOT invent or summarize away detail. Remove cookie/navigation/legal/EEO/equal-opportunity boilerplate, duplicated lines, and application instructions. IMPORTANT: include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. Prefer a few substantive sections over many thin ones. We need to parse the posting. Key content: - Under supervision of teacher, One-to-One Paraprofessional will provide direct service to individual students and participate in daily instruction and activities of the school, program, class assigned. Beyond normal classroom activities, duties correspond directly to student needs. - Students who require a One-to-One Paraprofessional may have disabilities/diagnoses list: pervasive developmental disorder, autism, Aspergers' Syndrome, Williams' Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourettes' Syndrome, obsessive-compulsive disorder, post-traumatic stress disorder, psychiatric disorders (psychosis, schizophrenia, multiple personalities, depression), oppositional defiant disorder, ADHD, conduct disorder, genetic disorders and brain injury. Also may speak language other than English. - Reports To: Principal/Head of Schools/School-based Special Education Administrator - Responsibilities: Working with small groups of children instructionally, toileting, diapering, lifting and transfers, maintaining personal hygiene, assisting the school nurse in tube feedings, scribing, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, de-escalation and physical restraint. In some cases, the One-to-One Paraprofessional may be required to be a specific gender because of the nature of the work (toileting) or because of the individual history of the student. This requirement protects both the student and the One-to-one Paraprofessional. Students with One-to-One Paraprofessionals may be assigned to any school in the district including the examination schools. In these school assignments, students may be participating in advanced coursework and require assistance from a Paraprofessional. Collaborates with the classroom teacher to implement agreed-upon activities, as evidenced in daily lesson plans. Fosters open communications with parents and staff. Performs other related duties as requested by Head of School/Principal/School-based Special Education Administrator, particularly when the student is absent. - Required Qualifications - Education: High School Diploma or GED Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html ). Experience working with a student who is diagnosed with one or more of the mild to moderate disabilities listed above. Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students. Demonstrated experience and ability in assisting with team instruction. Able to be flexible to accommodate the needs of the student and or parent/guardians. Trained in ABA Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Other qualifications will vary depending on the specific needs of the assigned student. - Qualifications - Preferred BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. - Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. - Then nondiscrimination policy etc (boilerplate) to be removed. We need to decide sections. We have content for: - About the role: The first paragraph describing role under supervision, duties correspond to student needs, etc. Could be "About the role". We'll put prose. - Responsibilities: The list of duties (working with small groups, toileting, diapering, etc.) plus gender requirement, assignment to any school, advanced coursework, collaboration, communication, other duties. This is a list; we can use
- .
- Requirements: Could combine Required Qualifications and Preferred Qualifications? The spec says we can have Requirements and Qualifications sections. We need to decide which to use. The headings allowed: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule.
We have Required Qualifications (education, experience, etc.) and Preferred Qualifications (language). Also we have "Terms" which includes BTU, Paraprofessional Unit, Contractual hourly rate, reference to salary info, start/end times vary, longer school day via Schedule A ELT. That could be considered Pay and Schedule? The posting mentions salary info referenced elsewhere, not explicit numbers. It says "Contractual hourly rate" and "Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step." That is not a specific pay figure; it's a reference. According to rule: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state "Contractual hourly rate" and mentions salary info elsewhere, but not actual numbers. It also mentions start and end times vary, lengths of school day vary, some have longer day via Schedule A ELT. That's schedule info but not specific times. The rule says: never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. Since schedule info is just "varies", that's placeholder; we should not create Schedule section. Similarly Pay: they say "Contractual hourly rate" but no actual rate; referencing salary info elsewhere. That's not a specific pay figure; it's vague. Likely we should not create Pay or Benefits sections. Benefits not mentioned.
Thus we may have sections: About the role, Responsibilities, Requirements (maybe combine required and preferred qualifications), Qualifications (maybe for preferred language?), Skills (maybe we could list skills like ABA training, behavior management, etc.) but we need to avoid thin sections. The instruction: Prefer a few substantive sections over many thin ones. So we could combine Required and Preferred qualifications into a single "Requirements" section (or "Qualifications") and maybe not have Skills separate.
Let's decide:
- About the role: prose summarizing role.
- Responsibilities: list of duties.
- Requirements: include education, experience, ability to work with parents, team instruction, flexibility, ABA training, work authorization, plus preferred language fluency (maybe as preferred). Could also include "Other qualifications will vary depending on the specific needs of the assigned student." That's vague but still substantive? It's a statement that other qualifications vary; could be included but not as a list item maybe.
We could also have a "Qualifications" section for preferred language? But that would be thin. Better to include language under Requirements as a bullet point: "Preferred: fluency in one of BPS' official languages (Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, Somali)."
Thus we have three sections: About the role, Responsibilities, Requirements.
Check if any content for Skills: we could extract skills like "toileting, diapering, lifting and transfers, maintaining personal hygiene, assisting the school nurse in tube feedings, scribing, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, de-escalation and physical restraint." Those are duties, not skills. Could be considered skills but they'd overlap with Responsibilities. Better to keep them in Responsibilities.
Thus output HTML:
About the role
Under the supervision of the teacher, the One-to-One Paraprofessional provides direct service to individual students and participates in the daily instruction and activities of the school, program, and class to which the student is assigned. Beyond normal classroom activities, the paraprofessional’s duties correspond directly to the needs of the student, which may include a range of disabilities or diagnoses (e.g., pervasive developmental disorder, autism, Asperger’s Syndrome, Williams Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourette’s Syndrome, obsessive‑compulsive disorder, post‑traumatic stress disorder, psychiatric disorders such as psychosis, schizophrenia, multiple personalities, depression, oppositional defiant disorder, ADHD, conduct disorder, genetic disorders, brain injury) and may also involve students who speak a language other than English.
Responsibilities
- Working with small groups of children instructionally
- Toileting, diapering, lifting and transfers
- Maintaining personal hygiene
- Assisting the school nurse in tube feedings
- Scribing and note taking
- Implementing language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.)
- Providing Braille instruction
- Applying Applied Behavioral Analysis (ABA)
- Behavior management, redirection, de‑escalation, and physical restraint when necessary
- In some cases, being a specific gender due to the nature of the work (toileting) or student history
- Supporting students in any district school, including examination schools, and assisting with advanced coursework
- Collaborating with the classroom teacher to implement agreed‑upon activities as evidenced in daily lesson plans
- Fostering open communication with parents and staff
- Performing other related duties as requested by the Head of School/Principal/School‑based Special Education Administrator, particularly when the student is absent
Requirements
- Education: High School Diploma or GED; or forty‑eight (48) credit hours of college coursework or an Associate’s Degree; or a passing score on the ParaPro Assessment or WorkKeys Certificate of Proficiency for Teacher Assistants
- Experience working with a student diagnosed with one or more of the mild to moderate disabilities listed above
- Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students
- Demonstrated experience and ability in assisting with team instruction
- Ability to be flexible to accommodate the needs of the student and/or parent/guardians
- Trained in Applied Behavioral Analysis (ABA)
- Current authorization to work in the United States (must be held by first day of employment)
- Other qualifications may vary depending on the specific needs of the assigned student
- Preferred