Academic and Functional Skills; AFS Paraprofessional

Academic and Functional Skills (AFS) Paraprofessional (Immediate Opening)
Company Description

KIPP New Orleans Schools (KNOS) is a non‑profit network of 13 college/career‑preparatory, public charter schools serving approximately 5,000 elementary, middle, and high school students, and over 2,000 alumni. We are united around a shared promise:
To build academically excellent schools that create unlimited opportunity for all students. For 20 years, we have a proven track record of preparing students for success in college, career, and beyond.

KIPP Paraprofessionals are instructional and student support teammates who ensure every student has access to grade‑level learning and the social‑emotional supports to thrive. They deliver targeted interventions, facilitate small‑group instruction, implement accommodations and behavior plans, and provide specialized support in inclusion, resource, and self‑contained settings. Paraprofessionals may also be asked to flex to cover classes, substitute when needed, and keep the school day running smoothly.

• General Education Instruction (Tiered Support & Small Groups)
• Deliver evidence‑based interventions (phonics, reading comprehension, math fluency, writing) aligned to teacher plans and school RTI/MTSS systems.
• Lead or support small‑group instruction during core blocks and intervention periods; monitor and document student progress using school data tools.
• Reinforce classroom routines, academic language, and learning objectives; circulate to prompt thinking, check for understanding, and provide immediate feedback.
• Prepare materials, anchor charts, and manipulatives; maintain an organized, accessible learning environment.
• Support assessment administration (screeners, progress monitoring, exit tickets) and enter data with accuracy and timeliness.
• Special Education Instruction (Inclusion & Resource)
• Implement IEP goals, accommodations, and modifications with fidelity across settings (general education, inclusion, resource).
• Provide targeted re‑teaching, pre‑teaching, and scaffolded practice using high‑quality instructional materials; assist with assistive technology and accessible formats.
• Collect service minutes and progress data; communicate strengths, needs, and next steps to the special education teacher/case manager.
• Collaborate with general education teachers to co‑plan logistics (seating, prompts, visuals, behavior supports) that preserve access to grade‑level content.
• Support compliance tasks (student work samples, progress reports, documentation) as directed by the special education teacher.

• Support instruction in functional academics, communication, daily living, community, and vocational skills using structured, predictable routines.
• Implement individualized visual schedules, task analyses, and prompt hierarchies; collect precise data on student independence and generalization.
• Assist with personal care needs (toileting, feeding, mobility, hygiene) with dignity and adherence to training and safety protocols.
• Facilitate inclusive opportunities and community‑based instruction as appropriate; ensure safe transportation and transitions.

• Implement individualized Behavior Support Plans (BSPs) and crisis‑prevention strategies with consistency; use de‑escalation and restorative practices.
• Provide high‑rates of active supervision, positive reinforcement, and structured choice; track ABC data and frequency/duration metrics.
• Serve as a 1:1 paraprofessional when assigned: prime expectations, prompt skill use (coping, replacement behaviors), and coordinate with the behavior team on daily goals.
• Maintain student and staff safety; follow all incident reporting, CPI/nonviolent crisis intervention, and confidentiality requirements.
• Flex Responsibilities (Coverage & Operations)
• Provide short‑term class coverage or substitute for teachers per school needs (instructional plans provided).
• Support arrival/dismissal, transitions, lunch/recess, hall monitoring, and testing administration.
• Communicate regularly with teachers and families using strengths‑based language; uphold KNOS…