Substitute ; Paraprofessional

Qualifications

• Completed at least 60 credit hours of study at an institution of higher education; or
• Passed the Para Pro Assessment (before September 23, 2013); or
• Passed the Paraprofessional Assessment (September 23, 2013, or after)

• Clearance on background check that is satisfactory to the Senior Administration.
• Possess positive character traits that are student-centered. Possess ability to interact and communicate effectively with others.
• To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

A building paraprofessional interventionist's primary job is to provide push‑in and pull‑out research‑based interventions in the core curricular areas to students that are currently below grade level based on analysis of NWEA, reading text levels, state assessments and classroom formative assessments.

• Assist in activities assigned by and under the direct control of the Certified Interventionist teacher.
• Work with individual and/or small groups of students on best‑practice instructional strategies and research‑based intervention curriculum materials.
• Analyze existing student achievement data and administer student assessment and progress monitoring instruments as needed to aid in progress monitoring of students.
• Serve on the building level PST and participate in PST meetings.
• Collaborate with classroom teachers when designing and selecting interventions.
• Maintain accurate student records, parent communications records and student progress data reports as required by the district.
• Attend professional development opportunities that promote improved instructional strategies and support researched‑based resource material needed to implement the intervention program successfully and support/maintain professional growth.
• Follow all district guidelines and policies.
• Perform other duties as deemed appropriate and assigned by administration.

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 essential functions.

• An individual who holds this position must have the ability to:
  Speak and hear in an environment where numerous conversations and activities may be taking place simultaneously.
• Move around the classroom.
• Read handwritten or printed material.

Consistent and regular attendance is an essential function of this position.

• The individual who holds this position will regularly work in a school environment that is noisy and active.
• Occasionally the individual will be required to work outdoors for short periods of time to perform such tasks as loading and unloading students from district transportation and supervising recess.

The evaluation of performance will be conducted by the Building Principal in conjunction with the District Instructional Coach.

As a political subdivision, employer, recipient of federal funds, and educational institution, the Board of Education is prohibited from, and hereby declares a policy against engaging in unlawful discrimination, including harassment creating a hostile environment, on the basis of race, color, sex, national origin, ancestry, disability, age, or use of leave protected by the Family and Medical Leave Act, in its programs, activities, and with regard to employment.

The Board is an equal opportunity employer.