Assist special education teachers and staff in providing an individualized special education program for special needs students in a general education classroom setting.

• Assist special education teacher and staff in developing plans for meeting student’s individual goals and objectives.
• Reinforcing student’s’ social and behavioral skills inside and outside the classroom.  Accompany student to and from class if needed.
• Work without direct supervision with individual or groups of individuals on concepts introduced by the supervising teacher.
• Maintain professionalism when working with families.  Refrain from becoming personally involved outside of school.
• Implement strategies and techniques unique to the special needs student as the need arises or as required.
• Gather data and disseminate information and reports to special education staff and parents.
• Participate in IEP meetings as necessary.
• Assist in modifying classroom and homework for students requiring modification.
• Maintain confidentiality in regard to information about Special Education students, following all FERPA policies and Laws.
• Use effective basic strategies for management of behavior.
• Participate in training sessions, e.g. Crises Prevention Intervention, CPR/1^st aide, conferences and workshops for ongoing professional skills.
• Develops and maintains understanding of individual students, their needs, interests, abilities and disabilities.
• Complete computerized MIPS forms on a monthly basis
• Monitor students’ behavior inside and outside the classroom. Accompany students to and from class if needed
• Reinforce therapy goals and skills
• Assist student to stay on task, redirect/refocus and offer praise and contingency rewards.
• Uses effective basic strategies for management of behavior.
• Maintain professionalism when working with families.  Refrains from becoming personally involved outside of school.
• Perform other job related duties as assigned.

JOB EXPECTATIONS:

• Ability to work effectively under time constraints.
• Ability to comply with District’s attendance standards.
• Maintain a well-groomed appearance.
• Be a team player and get along well with others.
• Be highly organized with the ability to multitask.
• Be detailed-oriented and self-motivated.
• Have excellent communication skills.
• Have an excellent memory and ability to function well under stress.
• Demonstrate flexibility, common sense, and good judgment.
• Read and interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Effectively present information in one-on-one and small group situations.
• Ability to operate specific equipment or tools.

• Must be 18 years of age
• High School graduate or equivalent
• Completed at least 2 years of study at an institution of higher education; Obtained an associate’s (or higher) degree; or met the State Paraprofessional Academic Assessment
• Knowledge of special education disabilities and classifications, process and laws preferable
• Good written and oral communication skills
• Ability to relate well to children and adults
• Knowledge in all academic areas
• Current First Aid and CPR certification
• Computer skills

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions as determined by the District.

Positions for this class typically require:  stooping, kneeling, crouching, reaching, standing, walking, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.  Medium Work:  Exerting up to 50 pounds of force occasionally, and /or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

 

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions as determined by the District.  The noise level in the work environment is usually moderate. Incumbents may be subjected to odors and extreme temperatures.

 

IVP Fingerprint Clearance Card Required

 

Received from:  Principal/Teacher  Given to:  Students

EVALUATION:   Annually by the School Principal

FLSA:  Hourly  Grade:  17
7 hours per day, 5 days per week