Paraprofessional Specialist - SPED Advantage Preschool / SSP

GILBERT PUBLIC SCHOOLS; Gilbert (AZ); On-site; USD 20,000 - 29,000; Part time

Job summary

Gilbert Public Schools is seeking a Paraprofessional Specialist to support teachers in supervising and instructing students with disabilities. The role involves observing student progress, implementing instructional plans, and assisting with health-related student needs.

Responsibilities include adapting activities, maintaining records, and collaborating with therapists and teachers to meet IEP objectives. Requires a high school diploma or equivalent and a Level One IVP Fingerprint Clearance

Qualifications

• Experience with special education and IEP goals preferred.
• Must have high school diploma or equivalent and ParaPro assessment if applicable.
• Ability to follow teacher guidance and document student progress.

Responsibilities

• Assist in supervision and instruction of students with disabilities.
• Document student progress and assist with IEP implementation.
• Support health care needs and daily living skills as required.
• Adapt activities and materials under teacher direction to include all students.
• Maintain records and assist with classroom data collection.

Skills

Student observation

IEP implementation

Documentation

Collaboration with teachers

Adapt instruction under guidance

Handling medically fragile needs

Education

High school diploma or equivalent

Para Pro Assessment / ParaPro

Job description

Position Length:

9 Month

Job Grade:

109

Hourly Rate:

$17.89 and up depending on experience

Hours Per Day:

6 / 4 days a week (No Wednesdays)

Fingerprint Clearance Card:

Must have a Level One IVP Fingerprint Clearance Card prior to processing. Please follow these steps: Step One Step Two

Purpose Statement

The job of Paraprofessional Specialist is done for the purpose/s of assisting in the supervision and instruction of severely /moderately disabled special needs students under the supervision of a certificated teacher; observing and documenting student progress; implementing plans for instruction; and assisting students by providing for special health care needs.

Essential Functions

• Adapts classroom activities, assignments and/or materials under the direction of the teacher for the purpose of providing an opportunity for all special education students to participate in classroom activities.
• Assists special education students requiring daily care (e.g. Toileting, feeding, dressing, suctioning, tube feeding, lifting, positioning, etc.) for the purpose of providing appropriate care of medically fragile and/or physically handicapped students and/or developing students daily living and behavioral skills.
• Confers with teachers and/or therapist as appropriate for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives.
• Directed and guided by the appropriate therapist for the purpose of providing carry-over of therapy routines and/or strategies.
• Implements academic instruction assigned by a teacher or therapist for individuals or small groups for the purpose of meeting learning goals, as described by an IEP and/or district benchmarks.
• Implements behavioral plans designed by IEP team for students with behavior disorders or other handicapping conditions for the purpose of assisting in meeting special education students needs and providing a consistent environment.
• Instructs special education students (e.g. Counting, colors, behavioral skills, daily living skills, verbal skills, etc.) For the purpose of implementing goals for remediation of student deficiencies and ensuring students success.
• Maintains instructional materials and/or student files/records (e.g. adapting instructional materials, checking papers, attendance, audio visual equipment, set up projects, etc.) for the purpose of ensuring availability of items and/or providing reliable information.
• Monitors special education students (e.g. Lunch, playground, classroom, field trips, etc.) For the purpose of providing a safe and positive learning environment.
• Participates as a provider in the recording, reporting and gathering of data for the Direct Service Claiming (DSC) program for the purpose of meeting DSC requirements.
• Performs record keeping (daily data on instruction and/or behavior) and clerical functions (e.g. correcting papers, copying, instructional materials, etc.) for the purpose of supporting the teacher in providing necessary records/materials.
• Responds to emergency situations (e.g. Injured student, fights, etc.) For the purpose of resolving immediate safety concerns.

Other Functions

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
• Attends meetings and in-service presentations for the purpose of acquiring and/or conveying information relative to job functions.

Job Requirements

Mental Requirements

Learning Development- Level B Sufficient to read and write technical information and instructions, perform basic arithmetic calculations, understand commonly used procedures and methods, or operate equipment that requires some training. Learning development is equivalent to completion of a high school curriculum.

Problem Solving - Level 1 Work situations are routine and regularly recurring, requiring attention and concentration, but limited discretion, consideration, and planning to adequately respond and carry out work activities.

Physical Requirements

Physical Skill - Level A Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.

Physical Effort - Level 2 Job requires light physical effort as a part of regular work routine, such as frequent standing and walking; frequent lifting, guiding, and/or carrying of light-weight materials or equipment; occasional periods of sustained effort.

Social Requirements

Human Relations Skill- Level B Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. skills in establishing harmonious relationships and gaining cooperation are important.

Scope of Contacts - Level 1 The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.

Work Environment

Performance Environment - Level A Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.

Physical Working Conditions - Level 3 Frequent exposure to moderately hazardous conditions resulting in significant threat to health and safety. undesirable assignments.

Accountability

Level of Accountability -Level B Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.

Organizational Impact - Level 1 Work results impact the immediate work section with little effect beyond. Responsible for results or services that facilitate the work of others in a specific work group.

Experience, Education, and Certifications

Experience: Job-related experience is desired.

Education: High school diploma or equivalent. All Paraprofessionals at a Title I campus must have the following: Associate degree; or AA Degree; or 60 college credits; or Evidence of passing the Para Pro Assessment Test

Certifications/Clearances: Must meet Arizona Department of Health Services (DHS) Child Day Care Center Teacher-Caregiver requirements. Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed. Must have negative TB Test documentation provided by a clinic or doctor, completed within 12 months prior to starting working with students. CPR/First Aid Recertification every two years.

Compensation Details

FLSA Status: Non Exempt

Pay Schedule: Hourly - Grade 109

Work Calendar: Support 9 Month

Non Discrimination Statement

Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District's activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.

This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education's Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.