Special Education Paraeducator Aide HQ CLS

PARA EDUCATOR AIDE III

HIGHLY QUALIFIED STATUS (HQ)

Individual selected into this position must be Highly Qualified for this assignment. Applicants must possess a high school diploma or its recognized equivalent, and have completed the following requirements:
Completed at least 48 semester hours of credit at an accredited college or university; or, obtained an associate's degree or higher degree from an accredited college or university; or, passed the Para Pro Assessment prepared and administered by Educational Testing Services (ETS) with a score of at least 460.

Under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Assists teachers in special education classrooms and provides individual or group assistance depending on student or class's functional living and academic skills and/or behavioral support needed. Incumbent can also provide attendant services to students with various intellectual and/or physical disabilities. Incumbent performs related work as required.

The Teacher Aide III works in a special education classroom assisting the teacher and/or a special education student within the general and/or special education classroom, in specific specialized programs such as: CLS (Comprehensive Life Skills), EC (Early Childhood), MA (Multi‑Age), SIP (Social Intervention Programs), Strategies (Autism Spectrum Disorders), Social Resource and/or Resource classrooms as well as one‑on‑one assistance. Additionally, a Teacher Aide III working at a Title I school must be highly qualified.

May act as liaison between general education teachers, resource teachers; previews instructional information when possible and may attend seminars and conferences.

Teacher aides may be assigned to a variety of special education programs or individual students who require adult support based upon their IEP's (Individualized Education Program). Duties may include: assist students with intellectual, physical, or behavioral disabilities in boarding and de‑boarding buses before and after school; assist students in reaching proper location in school; accompany students into general education classrooms; provide attendant services (diapering, toileting, washing faces, etc.)

to students as needed; supports instruction in proper health and hygiene habits; performs delegated procedures such as clean intermittent catheterization, provide emergency and first aid care as necessary; move students weighing 50‑80 pounds daily and repetitively; follows proper safety procedures; prepares and helps feed students as needed; supports instruction in functional life skills; realizes individual needs of students with intellectual, physical and/or behavioral disabilities and modifies general education classroom assignments occasionally;

follows behavior plans as outlined in students' IEP's; uses positive behavior management techniques; assists with lesson assignments; reinforces learning concepts to students; maintains discipline and order on the playground, lunchroom, library and classrooms; accompanies students on field trips; arranges and adjusts wheelchairs, oxygen hoses and other equipment as needed; communicates with special education teachers about concerns and/or observations of students;

assists in maintaining bulletin boards in the classroom; may assist children with medication when trained; assists in the operation of classroom equipment or students' assistive technology devices; assist in recording student progress towards goals and developing instructional materials and preparing graphs and charts; assists in modification of the general education curriculum; participates in district training programs when requested and receives training in and implements non‑violent behavioral intervention procedures;

maintains confidentiality regarding student information and records.

The Early Childhood Special Education Program provides services to three, four and five year olds with disabilities. This program consists of developmentally…