Special Education Para Educator 3 - 2026-27 Tillicum Middle School
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). We should map content to these headings.
We have Position Objective -> could be About the role.
Commitment To Equity -> maybe part of About the role or separate? Could be included under About the role.
DUTIES & RESPONSIBILITIES -> Responsibilities.
Reporting Relationships -> maybe part of Responsibilities or Requirements? Could be its own section? Not listed but we could put under Responsibilities.
Required EDUCATION & EXPERIENCE -> Requirements or Qualifications.
Preferred Experience -> Qualifications.
LICENSING REQUIREMENTS -> Requirements.
KNOWLEDGE -> Requirements or Skills? Could be Requirements.
SKILLS -> Skills.
Physical Requirements -> maybe Requirements? Could be its own? Not in list but we could include under Requirements.
Conditions Of Employment -> Benefits, Pay, Schedule. We have pay range, hours, schedule, benefits (medical, dental, vision, long-term disability, life insurance eligibility, retirement). So we can create Benefits, Pay, Schedule sections.
We must only include sections when posting has real specific content. We have all.
We must not repeat job title as heading.
We must not put Job ID/requisition numbers as headings (none present).
We must preserve all substantive information; do not invent or summarize away detail.
We need to use - for any list of duties/requirements/benefits, and
for prose.
Thus for each section we need to decide if content is list or prose.
Let's extract content.
Position Objective: "The position of Para Educator III is done for the purpose of assisting and supporting students as identified with individual learning needs for maximizing student success." That's a sentence; we can put in
.
Commitment To Equity: "The Bellevue School District is committed to a diverse workforce representative of our students, one that embraces and models cultural competency as an international community." Also a sentence; could be part of About the role.
We could combine Position Objective and Commitment To Equity under About the role as two paragraphs.
DUTIES & RESPONSIBILITIES: list of duties. We'll make
- each duty.
List items:
- Provides for the physical, health and safety needs of students.
- Provides social, emotional, behavioral, and educational support for students with significant disabilities.
- Implements components of Individual Education Programs (IEP's) as required.
- Provides direct academic, functional, vocational and specifically designed instruction.
- Serves as advocate and support of students with disabilities in their least restrictive environment.
- Supports students with significant emotional regulation challenges.
- Ensures the safety of students and staff when dealing with escalated behavior based upon needs of students.
- Encourages and fosters student independence in all settings.
- Collects other data as directed by the case manager/teacher.
- Responds to student medical needs within the scope of the position.
- Performs other job-related duties as assigned.
Reporting Relationships: "Reports directly to and is supervised by building administrator, receives direction from assigned certificated staff." Could be a paragraph under Responsibilities or separate. We'll add as a
under Responsibilities maybe after list.
Required EDUCATION & EXPERIENCE: "High school graduation or equivalent. And Have At Least One Of The Following ETS Paraeducator Assessment, or Have an Associate of Arts degree (original transcripts), or Have earned 72 quarter credits or 48 semester credits at an institution of higher education (original transcripts), or Have completed a registered apprenticeship program (certificate); Foreign degrees accepted if evaluated by a NACES member company."
We can format as
- each option.
Preferred Experience: list items:
- Experience working with students in self-contained learning settings
- Experience working individually with students with diverse aptitudes and levels of achievement.
- Applied Behavior Analysis (ABA) training
- Right Response Training
- Experience working individually with students with diverse aptitudes and levels of achievement and/or with behaviorally disabled students.
Note duplication: "Experience working individually with students with diverse aptitudes and levels of achievement." appears twice; we should deduplicate? The instruction: remove duplicated lines. So we should keep only one instance.
LICENSING REQUIREMENTS:
- Washington State Driver’s License Type II may be required for some assignments.
- First AID/CPR certification required.
KNOWLEDGE:
List items:
- Understands the basics of child development and the behavior of children
- Knowledgeable of reading, writing and arithmetic
- Understands safety procedures for students and staff
- Understands behavior modification programs, including restraint techniques
- Utilizes adaptive technology and equipment to meet student needs
- Demonstrates non-violent crisis intervention techniques, including de-escalation strategies
- Utilizes basic therapy techniques and procedures
- Knowledgeable of functional life skills/activities of daily living
SKILLS:
List items (many). We'll need to list each.
Let's extract:
- Demonstrates effective oral and written communication skills
- Work with students in a warm and confident manner
- Demonstrates the ability to work effectively as member of a team
- Possesses ability to follow oral and written directions
- Demonstrates ability to model and monitor appropriate student behavior
- Maintains confidentiality and respect between students, parents and teachers
- Maintains positive relationships with students, staff, parents and the public
- Able to perform all physical activities and meet all physical requirements indicated above
- Able to perform activities of daily living including feeding and toileting by various means
- Able to provide appropriate care for students who experience seizures
- Able to provide proper physical restraint of students with severe behavior that poses a danger to themselves or others
- Demonstrates multicultural sensitivity with the ability to effectively and collaboratively work with diverse populations
- Ability to perform all duties in accordance with all applicable Board policies and district and legal requirements
- Ability to meet and maintain punctuality and attendance expectations
Physical Requirements: list? It's a description: "Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions. Heavy Work: Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of forces constantly to move objects. Employee may be subject to testing to determine ability to meet the lifting requirements. Incumbents may be subjected to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises. Employee may be subject to determination of fitness to perform the essential duties of the position."
We can put as
maybe with some
for the list of motions? Could be prose. We'll keep as .
Conditions Of Employment: includes location may change, mandatory continuing professional education, AISP pay range P3 $29.51/hour to $31.41/hour (starting hourly rate $29.51) based on negotiated collective bargaining agreement, 34hours/week and a 192-day annual assignment (Mon, Tues, Th, and Fri: 7:25am to 2:55pm; Weds: 7:25am- 1:55pm). Medical, dental, vision, long-term disability, and life-insurance eligibility is based upon 630 hours worked within a school year. Retirement provided through Washington State Department of Retirement Systems.
We need to split into Benefits, Pay, Schedule.
Pay: The pay range and starting hourly rate.
Schedule: hours per week, annual assignment, daily schedule.
Benefits: medical, dental, vision, long-term disability, life-insurance eligibility based on 630 hours, retirement via WA State Dept of Retirement Systems. Also location may change? That's not benefit; maybe under Conditions but we could put under Schedule? Might be separate note but we can include in Schedule or Conditions? Since we only have Benefits, Pay, Schedule headings allowed, we could put location change under Schedule as a note? Or we could omit as not fitting. But we must preserve all substantive information; we cannot drop location change. Could we put it under Benefits? Not appropriate. Could we create a separate section? The instruction says use those headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says "use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It doesn't forbid other headings, but suggests those are examples. However earlier: "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It seems they expect those headings. It also says "include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text". So we can use those headings; we could also use other headings if needed? The examples list those; but we could still use other headings like "Working Conditions". However to be safe, we should stick to those headings. Where to put location change? Could be under Schedule as a note: "Location of the position may change during the school year." That fits.
Mandatory continuing professional education per state requirements could be under Benefits? Or maybe under Requirements? Could be under Requirements as a requirement. But we already have Requirements section for education/experience/licensing/knowledge/skills. Could add a bullet under Requirements: "Mandatory continuing professional education per state requirements." That seems appropriate.
Thus we will have sections:
About the role
with two paragraphs: Position Objective and Commitment To Equity.
Responsibilities
with of duties, then a for Reporting Relationships.
Requirements
with subsections? We'll just list all requirement items as maybe grouped? Could separate education/experience, licensing, knowledge, skills, physical requirements, continuing education. But we have separate headings for Qualifications, Skills. The instruction list includes Qualifications and Skills as possible headings. So we should use Requirements for education/experience, Qualifications for preferred experience? Actually they listed Requirements, Qualifications, Skills
for prose. Thus for each section we need to decide if content is list or prose. Let's extract content. Position Objective: "The position of Para Educator III is done for the purpose of assisting and supporting students as identified with individual learning needs for maximizing student success." That's a sentence; we can put in
. Commitment To Equity: "The Bellevue School District is committed to a diverse workforce representative of our students, one that embraces and models cultural competency as an international community." Also a sentence; could be part of About the role. We could combine Position Objective and Commitment To Equity under About the role as two paragraphs. DUTIES & RESPONSIBILITIES: list of duties. We'll make
- each duty.
List items:
- Provides for the physical, health and safety needs of students.
- Provides social, emotional, behavioral, and educational support for students with significant disabilities.
- Implements components of Individual Education Programs (IEP's) as required.
- Provides direct academic, functional, vocational and specifically designed instruction.
- Serves as advocate and support of students with disabilities in their least restrictive environment.
- Supports students with significant emotional regulation challenges.
- Ensures the safety of students and staff when dealing with escalated behavior based upon needs of students.
- Encourages and fosters student independence in all settings.
- Collects other data as directed by the case manager/teacher.
- Responds to student medical needs within the scope of the position.
- Performs other job-related duties as assigned.
Reporting Relationships: "Reports directly to and is supervised by building administrator, receives direction from assigned certificated staff." Could be a paragraph under Responsibilities or separate. We'll add as a
under Responsibilities maybe after list. Required EDUCATION & EXPERIENCE: "High school graduation or equivalent. And Have At Least One Of The Following ETS Paraeducator Assessment, or Have an Associate of Arts degree (original transcripts), or Have earned 72 quarter credits or 48 semester credits at an institution of higher education (original transcripts), or Have completed a registered apprenticeship program (certificate); Foreign degrees accepted if evaluated by a NACES member company." We can format as
- each option.
Preferred Experience: list items:
- Experience working with students in self-contained learning settings
- Experience working individually with students with diverse aptitudes and levels of achievement.
- Applied Behavior Analysis (ABA) training
- Right Response Training
- Experience working individually with students with diverse aptitudes and levels of achievement and/or with behaviorally disabled students.
Note duplication: "Experience working individually with students with diverse aptitudes and levels of achievement." appears twice; we should deduplicate? The instruction: remove duplicated lines. So we should keep only one instance.
LICENSING REQUIREMENTS:
- Washington State Driver’s License Type II may be required for some assignments.
- First AID/CPR certification required.
KNOWLEDGE:
List items:
- Understands the basics of child development and the behavior of children
- Knowledgeable of reading, writing and arithmetic
- Understands safety procedures for students and staff
- Understands behavior modification programs, including restraint techniques
- Utilizes adaptive technology and equipment to meet student needs
- Demonstrates non-violent crisis intervention techniques, including de-escalation strategies
- Utilizes basic therapy techniques and procedures
- Knowledgeable of functional life skills/activities of daily living
SKILLS:
List items (many). We'll need to list each.
Let's extract:
- Demonstrates effective oral and written communication skills
- Work with students in a warm and confident manner
- Demonstrates the ability to work effectively as member of a team
- Possesses ability to follow oral and written directions
- Demonstrates ability to model and monitor appropriate student behavior
- Maintains confidentiality and respect between students, parents and teachers
- Maintains positive relationships with students, staff, parents and the public
- Able to perform all physical activities and meet all physical requirements indicated above
- Able to perform activities of daily living including feeding and toileting by various means
- Able to provide appropriate care for students who experience seizures
- Able to provide proper physical restraint of students with severe behavior that poses a danger to themselves or others
- Demonstrates multicultural sensitivity with the ability to effectively and collaboratively work with diverse populations
- Ability to perform all duties in accordance with all applicable Board policies and district and legal requirements
- Ability to meet and maintain punctuality and attendance expectations
Physical Requirements: list? It's a description: "Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions. Heavy Work: Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of forces constantly to move objects. Employee may be subject to testing to determine ability to meet the lifting requirements. Incumbents may be subjected to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises. Employee may be subject to determination of fitness to perform the essential duties of the position."
We can put as
maybe with some
- for the list of motions? Could be prose. We'll keep as
. Conditions Of Employment: includes location may change, mandatory continuing professional education, AISP pay range P3 $29.51/hour to $31.41/hour (starting hourly rate $29.51) based on negotiated collective bargaining agreement, 34hours/week and a 192-day annual assignment (Mon, Tues, Th, and Fri: 7:25am to 2:55pm; Weds: 7:25am- 1:55pm). Medical, dental, vision, long-term disability, and life-insurance eligibility is based upon 630 hours worked within a school year. Retirement provided through Washington State Department of Retirement Systems. We need to split into Benefits, Pay, Schedule. Pay: The pay range and starting hourly rate. Schedule: hours per week, annual assignment, daily schedule. Benefits: medical, dental, vision, long-term disability, life-insurance eligibility based on 630 hours, retirement via WA State Dept of Retirement Systems. Also location may change? That's not benefit; maybe under Conditions but we could put under Schedule? Might be separate note but we can include in Schedule or Conditions? Since we only have Benefits, Pay, Schedule headings allowed, we could put location change under Schedule as a note? Or we could omit as not fitting. But we must preserve all substantive information; we cannot drop location change. Could we put it under Benefits? Not appropriate. Could we create a separate section? The instruction says use those headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It says "use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It doesn't forbid other headings, but suggests those are examples. However earlier: "Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It seems they expect those headings. It also says "include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text". So we can use those headings; we could also use other headings if needed? The examples list those; but we could still use other headings like "Working Conditions". However to be safe, we should stick to those headings. Where to put location change? Could be under Schedule as a note: "Location of the position may change during the school year." That fits. Mandatory continuing professional education per state requirements could be under Benefits? Or maybe under Requirements? Could be under Requirements as a requirement. But we already have Requirements section for education/experience/licensing/knowledge/skills. Could add a bullet under Requirements: "Mandatory continuing professional education per state requirements." That seems appropriate. Thus we will have sections:
About the role
with two paragraphs: Position Objective and Commitment To Equity.Responsibilities
with- of duties, then a
for Reporting Relationships.
Requirements
with subsections? We'll just list all requirement items as- maybe grouped? Could separate education/experience, licensing, knowledge, skills, physical requirements, continuing education. But we have separate headings for Qualifications, Skills. The instruction list includes Qualifications and Skills as possible headings. So we should use Requirements for education/experience, Qualifications for preferred experience? Actually they listed Requirements, Qualifications, Skills
- each option.
Preferred Experience: list items:
- Experience working with students in self-contained learning settings
- Experience working individually with students with diverse aptitudes and levels of achievement.
- Applied Behavior Analysis (ABA) training
- Right Response Training
- Experience working individually with students with diverse aptitudes and levels of achievement and/or with behaviorally disabled students.
Note duplication: "Experience working individually with students with diverse aptitudes and levels of achievement." appears twice; we should deduplicate? The instruction: remove duplicated lines. So we should keep only one instance.
LICENSING REQUIREMENTS:
- Washington State Driver’s License Type II may be required for some assignments.
- First AID/CPR certification required.
KNOWLEDGE:
List items:
- Understands the basics of child development and the behavior of children
- Knowledgeable of reading, writing and arithmetic
- Understands safety procedures for students and staff
- Understands behavior modification programs, including restraint techniques
- Utilizes adaptive technology and equipment to meet student needs
- Demonstrates non-violent crisis intervention techniques, including de-escalation strategies
- Utilizes basic therapy techniques and procedures
- Knowledgeable of functional life skills/activities of daily living
SKILLS:
List items (many). We'll need to list each.
Let's extract:
- Demonstrates effective oral and written communication skills
- Work with students in a warm and confident manner
- Demonstrates the ability to work effectively as member of a team
- Possesses ability to follow oral and written directions
- Demonstrates ability to model and monitor appropriate student behavior
- Maintains confidentiality and respect between students, parents and teachers
- Maintains positive relationships with students, staff, parents and the public
- Able to perform all physical activities and meet all physical requirements indicated above
- Able to perform activities of daily living including feeding and toileting by various means
- Able to provide appropriate care for students who experience seizures
- Able to provide proper physical restraint of students with severe behavior that poses a danger to themselves or others
- Demonstrates multicultural sensitivity with the ability to effectively and collaboratively work with diverse populations
- Ability to perform all duties in accordance with all applicable Board policies and district and legal requirements
- Ability to meet and maintain punctuality and attendance expectations
Physical Requirements: list? It's a description: "Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions. Heavy Work: Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of forces constantly to move objects. Employee may be subject to testing to determine ability to meet the lifting requirements. Incumbents may be subjected to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises. Employee may be subject to determination of fitness to perform the essential duties of the position."
We can put as