Paraprofessional II - Paraeducator (Shared)-Richards School

School Administrative Unit 43; Newport (NH); On-site; USD 32,000 - 46,000; Full time

Job summary

Richards Elementary School in Newport, New Hampshire is seeking a Paraprofessional II to provide highly structured instructional and behavioral support to two elementary students under an IEP and BIP framework.

The role emphasizes implementing accommodations, promoting inclusion, data collection, and collaboration with the SPED Teacher, BCBA, SLP, OT, and families to support student progress.

Qualifications

• High School Diploma or equivalent; Associates degree preferred.
• 1 year of experience with elementary students with Autism or Intellectual Disabilities.
• Ability to implement ABA strategies in school or clinical settings.

Responsibilities

• Implement IEP and BIP to support inclusion
• Provide structured instructional and behavioral support across settings
• Collect behavioral and academic data and report to team
• Collaborate with SPED Teacher, BCBA, SLP/OT and families

Skills

ABA strategies

Crisis management

Communication with families

Emotional regulation

Experience with Autism

Education

High School Diploma or equivalent

Associate’s Degree or higher preferred

Tools

CPI

Safety-Care

Job description

Paraprofessional II - Paraeducator (Shared)-Richards School

Richards Elementary School Richards Elementary School - Newport, New Hampshire Open in Google Maps

Job Description

Paraprofessional II

Hours per day: 7

Days per week: 5

Paraprofessional II will provide highly structured, individualized instructional and behavioral support to two elementary students. The primary responsibility is to implement the student's Individualized Education Program (IEP) and any Behavior Intervention Plans (BIP) to facilitate inclusion in the least restrictive environment.

Essential Duties and Responsibilities

1. Academic and Inclusion Support:
   • Assist the student with accessing the general education curriculum across various settings (e.g., core subjects, electives, common areas).
   • Implement accommodations and modifications as outlined in the IEP (e.g., breaking down tasks, modifying assignments, providing visual supports).
   • Support the student in developing independent work skills, organization, and transition between classes and activities.
   • Facilitate positive social interactions with peers and staff, coaching the student on social skills in real-life contexts.
2. Behavioral Intervention and Management: (if needed)
   • Implement all components of the student's Behavior Intervention Plan (BIP) with fidelity, as designed by the BCBA/Special Education team.
   • Utilize Applied Behavior Analysis (ABA) interventions, including, but not limited to, Discrete Trial Training (DTT), Natural Environment Teaching (NET), functional communication training, and reinforcement procedures.
   • Collect accurate, real-time behavioral data (e.g., frequency, duration, ABC data) and academic performance data as requested by the Special Education team.
   • Proactively address and de-escalate crisis situations involving challenging behaviors, such as:
     • oRefusal/Non-compliance
     • oProperty destruction/Throwing objects
     • oElopement (running from the area)
     • oVerbal/physical aggression
   • Teach and prompt appropriate replacement behaviors and self-regulation strategies identified in the BIP.
3. Communication and Collaboration:
   • Maintain consistent and professional daily communication with the supervising Special Education Teacher and the student's parents/guardians, adhering to confidentiality guidelines (FERPA).
   • Collaborate with related service providers (e.g., Speech-Language Pathologists, Occupational Therapists), and the Board-Certified Behavior Analyst (BCBA).

Required Qualifications

• High School Diploma or equivalent (Associate's Degree or higher preferred).
• Minimum of one (1) year of recent, documented experience working with elementary school students with Autism or Intellectual Disabilities.
• Demonstrated experience and proficiency in implementing Applied Behavior Analysis (ABA)strategies in a school or clinical setting.
• Ability to maintain emotional regulation and professional demeanor during high-stress behavioral incidents and follow established crisis protocols (e.g., CPI or equivalent training).
• Must be physically able to respond quickly to student needs, including potential running and implementing therapeutic restraint (after required training).

Preferred Qualifications

• Non-Violent Crisis Intervention (CPI) or Safety-Care certification.

Reports to: Special Education Teacher/Building Principal, evaluation in accordance with this job description.

Position Type: Full-time

Job Requirements

• At least 1 year(s) of relevant experience preferred.
• High School/Trade School degree preferred.
• Citizenship, residency or work visa required