Severe Needs Para Educator - Campus Middle School
Job Summary
The Severe Needs Para Educator assists students with severe special education needs under the guidance of licensed special education staff. Duties include helping with curriculum, implementing programming, generalizing skills, and managing behavior. Responsibilities also extend to preparing materials, monitoring students, and maintaining a clean work environment.
Essential Duties and Responsibilities
Aid students with classroom activities, adapting the curriculum to individual needs. Implement student accommodations and record progress.
Prepare materials, administer tests, and assist with paperwork. Assist with classroom events and fire drills.
Perform other duties as assigned.
Integrated Learning Center (ILC) and Homebound (FAPE) Program Assignment
Monitor students, reinforce behavior, and assist in verbal de-escalation and non-violent crisis interventions.
Provide technical physical care, including toileting, grooming, and care of G-tubes.
Serious Emotional Disability (SED) Assignment
Monitor students, reinforce behavior, and assist in verbal de-escalation and non-violent crisis interventions.
Assist in developing social interactions and communication between students with special needs and general education peers.
Online/Remote Environment
Support small groups with online classroom activities, including curriculum accommodations and modifications.
Prepare assignments, maintain records, and troubleshoot technology issues.
Perform other duties as assigned.
Reporting Relationships
This job has no direct supervisory responsibilities.
Minimum Qualifications
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;
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.
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.