Paraprofessional - Special Education Emotional Impairment (EI)

Under the direct supervision of a certified staff member, the paraprofessional works as a team member to assist students in the special education classroom meet instructional goals and objectives. This role includes non-instructional and concept/skill reinforcement tasks, providing students with additional adult/student relationships.

Schedule

5.75 hours/day, 5 days/week, 38 weeks/year

Responsibilities

• Assists and guides students in education and social development individually and in small groups to reinforce essential learning skills.
• Assists professional staff in administering classroom assignments and assessments.
• Assists in classroom preparations and strategies for differentiating instructional materials and skills according to individual student needs, including constructing, copying, distributing, and using educational materials.
• Completes district-provided Nonviolent Crisis Prevention Intervention (CPI) training and maintains certification as required.
• Works within data tracking systems to document student learning, progress, and performance aligned with the student’s Individual Education Program (IEP), Personal Care Services (PCS), and Positive Behavior Support Plans (PBSP).
• Supervises students in non-instructional areas such as lunch programs, bus duty, playground duty, corridors, and study halls.
• Assists in implementing students' behavioral intervention plans as needed per individualized Personal Care Services (PCS).
• Accompanies students on field trips to assist with supervision.
• Assists, as requested by the teacher, with parent contact to foster effective and participatory parent involvement in student education.
• Supports students with disabilities in all aspects of classroom instruction to maximize inclusion, learning, and achievement of IEP goals.
• Participates in the IEP process and serves as a resource for the student evaluation team as needed.
• Assists students with physical or mental disabilities with activities of daily living to maximize their ability to participate in school, social, and learning activities.
• Follows all applicable safety rules, procedures, and regulations for assisting students, including those with disabilities or other special needs.
• Works as a team with teachers and related service providers to support the needs of students in the EI program.
• Performs any other related duties as assigned.

Requirements

• Two years of study at an institution of higher learning (equal to 60 credits) OR an associate's degree (or higher) OR passing an approved formal state academic assessment.
• Prior experience working with students with intensive dysregulation.
• Knowledge and training in proper classroom management techniques, such as verbal de-escalation skills and physical interventions, including Nonviolent Crisis Intervention (CPI), may be required.
• Willingness to participate in professional development as identified by the principal, special education department, or school district.

Skills & Abilities

• Ability to carry out instructions furnished in written or oral form.
• Ability to perform basic arithmetic operations to assist students as needed.
• Ability to understand, apply, and use personal computers and software applications (e.g., Word, Excel).
• Ability to maintain confidentiality of information regarding students, employees, and others.
• Ability to establish supportive and compassionate relationships with students with special needs.
• Ability to establish and maintain cooperative working relationships with students, staff, and others.
• Effective writing and verbal communication skills.
• Ability to work in an economically, culturally, linguistically, and racially diverse environment.

Physical & Mental Demands

• While performing duties, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in quiet or noisy environments), taste, and smell.
• Must occasionally lift and/or move up to 40 pounds.
• Specific vision abilities required include close vision, distance vision, and ability to adjust focus.
• Work environment noise level is usually loud to moderate.
• Mental functions include comparing, analyzing, communicating (orally and in writing), copying, coordinating, instructing, computing, synthesizing, evaluating, using interpersonal skills, compiling, and negotiating.

Equipment

Use of standard office equipment, such as personal computers and copiers.

Travel Requirements

Travel between schools and between schools and central offices may be required for certain positions.