Part Time Foundational Skills Paraprofessional - Multiple Positions Available - East Elementary

Iron County School District; Cedar City (UT); On-site; USD 17,000 - 22,000; Part time

Job summary

Iron County School District in Cedar City, UT is seeking multiple Part Time Foundational Skills Paraprofessionals to work 27.5 hours per week. The paraprofessional supports students with significant needs in communication, socialization, regulation, behavior, and daily living skills, under guidance of certified staff.

They work with classroom teachers and related service providers to implement structured, evidence-based supports in individual, small group, and school-based settings, contributing

Qualifications

• Paraprofessional role in special education settings.
• Collaboration with teachers, administrators, and/BAC Analyst team as needed.
• Data collection and accurate record-keeping of student performance.

Responsibilities

• Implements instructional, behavioral, communication, and functional skill supports under supervision.
• Provides direct support to students with significant needs in communication, socialization, and regulation.
• Assists with individualized and small group instructional activities designed by teachers.
• Supports students in developing appropriate classroom behaviors and routines.
• Maintains confidentiality regarding student records and data.
• Participates in staff trainings and professional development.

Job description

Do you want meaningful work? This is your place. We want you to join our team! Come work for the Iron County School District in Cedar City, UT and help to make a difference in the lives of students and families in your community!

East Elementary is seeking MULTIPLE Part Time Foundational Skills Paraprofessional's to work 27.5 hours per week.

The Part Time Foundational Skills Paraprofessional is working under the direction of the classroom teacher, school administration, the Director of Behavior Programs, and in collaboration with a District Board Certified Behavior Analyst and Special Education Coordinator, the Foundational Skills Paraprofessional supports students with significant needs in communication, socialization, regulation, behavior, functional skills, and learning readiness. The paraprofessional assists with the implementation of structured, evidence-based instructional and behavioral supports designed to increase student independence, engagement, communication, classroom participation, and appropriate interaction. This position provides direct support to students in individual, small group, classroom, and school-based settings. The Foundational Skills Paraprofessional supports students in developing foundational skills necessary for success in school environments, including functional communication, self-regulation, replacement behaviors, classroom readiness, social interaction, adaptive routines, and independence with daily learning tasks.

• Implements instructional, behavioral, communication, and functional skill supports under the direction of the classroom teacher and other assigned supervisors.
• Provides direct support to students with significant needs in communication, socialization, regulation, behavior, adaptive skills, and learning readiness.
• Assists with the implementation of individualized and small group instructional activities designed by the teacher or related service providers.
• Supports students in developing appropriate classroom behaviors, emotional regulation, functional communication, and learning-to-learn skills.
• Implements behavior intervention plans, safety plans, reinforcement systems, visual supports, communication systems, and structured routines as directed.
• Collects accurate student performance and behavior data as directed by the teacher, behavior staff, or related service providers.
• Documents student responses, behavior incidents, skill acquisition, prompting levels, and other relevant data in a timely and accurate manner.
• Assists in teaching and reinforcing replacement behaviors, coping strategies, communication skills, social skills, and functional routines.
• Supports students during transitions, arrival and dismissal, recess, lunch, toileting, classroom activities, specials, and other school routines as assigned.
• Provides support with functional/adaptive skills, including hygiene, feeding, toileting, dressing, organization, and daily living routines as appropriate to individual student needs and district procedures.
• Assists students in accessing instructional activities and participating meaningfully in classroom and school environments.
• Prompts, redirects, reinforces, and supports students according to individualized student plans and staff direction.
• Maintains a calm, respectful, and professional demeanor when supporting students who may be dysregulated, escalated, or engaging in challenging behavior.
• Follows approved safety protocols and behavior support procedures in accordance with district training and guidance.
• Assists with crisis prevention and response as trained and directed, including maintaining student and staff safety.
• Supports the use of communication systems, visual schedules, adaptive materials, assistive technology, and other individualized supports.
• Helps prepare instructional materials, visual supports, classroom organization systems, and student work areas.
• Supports implementation of classroom systems that promote predictability, structure, engagement, and student independence.
• Collaborates professionally with teachers, related service providers, administrators, behavior staff, and other paraprofessionals.
• Maintains confidentiality regarding student records, student needs, family information, behavior data, and other sensitive information.
• Communicates student progress, concerns, and observations to the supervising teacher or appropriate staff member.
• Does not make independent instructional, behavioral, disciplinary, or programmatic decisions outside the direction of certified staff.
• Participates in staff meetings, trainings, and professional development as required.
• Establishes and maintains positive, professional, and supportive relationships with students to promote trust, engagement, communication, and independence.
• Assists with supervision of students across school environments as assigned.
• Follows all local, state, and federal special education laws, regulations, district policies, and compliance requirements applicable to the paraprofessional role.
• Performs other related duties as assigned.