Severe Needs Para Educator - Altitude Elementary School

About the role

The Severe Needs Para Educator assists students with severe special education needs under the guidance of licensed special education staff. Responsibilities include adapting the curriculum, implementing programming, and supporting students in various settings.

Responsibilities

• Assist students with classroom activities, including adapting the curriculum to individual student needs.
• Implement student accommodations, supports, modifications, procedures, and programming outlined in the student's Individual Education Plan (IEP).
• Prepare materials, administer tests, attend to attendance, and assist with paperwork and documentation as needed.
• Support other classroom events, such as fire drills, as necessary.
• Perform other duties as assigned or requested.

Integrated Learning Center (ILC) and Homebound (FAPE) Program Assignment

• Maintain students' behavior and reinforce appropriate behavior for individual student needs.
• Absorb and verbalize de-escalation techniques and non-violent crisis interventions to reduce the risk of self-harm and harm to others.
• Support student development of social interactions or communication between students with special needs and general education peers.

Serious Emotional Disability (SED) Assignment

• Maintain students' behavior and reinforce appropriate behavior for individual student needs.
• Absorb and verbalize de-escalation techniques and non-violent crisis interventions to reduce the risk of self-harm and harm to others.
• Support student development of social interactions or communication between students with special needs and general education peers.

Online/Remote Environment

• Assist small groups of students or individuals with online classroom activities, during synchronous or asynchronous learning, including curriculum accommodations or modifications.
• Prepare assignments for students to complete at home and support students in completing assigned work.
• Maintain records of student progress and behavior in conjunction with the licensed staff, which may include special reports, providing feedback, and reporting observations to the Individualized Education Program team.
• Support students in troubleshooting technology issues.
• Perform other duties as assigned or requested.

Qualifications

• High School Equivalency (HSE) diploma.
• No professional work experience required.
• Title I assignments must meet one of the following requirements: Completed at least two years of study at an institution of higher education; obtained an associate’s or higher degree; met a rigorous standard of quality, and can demonstrate through a formal state or local academic assessment, knowledge of and the ability to assist in instructing, as appropriate: Reading/language arts, writing, and mathematics; or Reading readiness, writing readiness, and mathematics readiness.
• Mandatory biennial Crisis Prevention Intervention training provided by the District for staff working in an Autism, Behaviorally Disordered, or ILC assignment.
• Medication administration training provided by the District as needed.
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Basic knowledge of Microsoft Office.
• Intermediate verbal and written communication skills.
• Intermediate interpersonal relations skills.
• Intermediate organizational skills.
• Ability to work alone and with others.
• Ability to appropriately modify curriculum.
• Ability to implement behavior modification techniques.
• Ability to diffuse and manage volatile and stressful situations.
• Ability to maintain confidentiality in all aspects of the job.
• Ability to work one-on-one and in small groups with students.
• If working in the DHH Program, ability to understand the impacts of hearing loss on learning and social interaction.
• If working in the Homebound program, ability to set appropriate boundaries and build appropriate relationships while working in the home setting with families and other student healthcare providers.
• If working in the Homebound program, the ability to have appropriate communication and boundaries with families while working in their homes with students.

Physical Requirements and Working Conditions

• Work location is subject to change to meet the requirements of the organization.
• Medium work strength level (lifting or carrying 50 pounds).
• Primarily works indoors.
• Typically a moderate noise level.
• Prolonged standing and walking.
• Frequent bending, reaching, and climbing.
• Frequent lifting, pulling, and/or pushing.
• Squatting.
• Overhead work.
• Eye/hand coordination (e.g., typing, ten key).
• Visual concentration.

Desired Qualifications

• Experience working in the public sector, specifically public education.
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds.
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement.
• Associate’s degree.
• Work with special needs children in a paid program or licensed special education teaching experience.
• Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities.
• CPR and First Aid certification.