Special Education Paraeducator Aide 2 1:1 (27 hrs/wk, 180 days)

Washoe County School District; Reno (NV); On-site; USD 30,000 - 45,000; Full time

Benefits offered by this job

Medical, Dental, Vision, and Life Insurance

Sick Leave

Holiday Pay

Vacation Pay

Public Employees Retirement System (PERS)

Job summary

Washoe County School District is seeking a Paraeducator Aide II in Reno, Nevada. The role involves assisting teachers and special education students in various classroom settings, providing support for students with intellectual and physical disabilities. Candidates must be at least 18 years old and hold a high school diploma or equivalent.

This position requires communication skills and the ability to lift students. Full benefits are available for those regularly scheduled to work 27.5 hours per week or more.

Qualifications

• Must be at least 18 years of age.
• Possession or ability to obtain a CPI Certification.

Responsibilities

• Assist students with disabilities in various educational settings.
• Support instruction in proper health and hygiene habits.
• Communicate effectively with special education teachers.

Skills

Communication skills

Behavior management

Basic typing and computer skills

Ability to lift students weighing 50-80 pounds

Education

High school diploma or equivalent

Job description

Summary Description

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.

PAREDUCATOR AIDE II

The Paraprofessional Aide II 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 Paraeducator Aide II working at a Title I school must be highly qualified.

Distinguishing Characteristics

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

Exemplary Duties / Responsibilities

• 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 and accompany them into general education classrooms.
• Provide attendant services (diapering, toileting, washing faces, etc.) to students as needed.
• Support instruction in proper health and hygiene habits.
• Perform delegated procedures such as clean intermittent catheterization and provide emergency and first aid care as necessary.
• Move students weighing 50‑80 pounds, daily and repetitively, while following proper safety procedures.
• Prepare and help feed students as needed and support instruction in functional life skills.
• Realize individual needs of students with intellectual, physical and/or behavioral disabilities and modify general education classroom assignments occasionally.
• Follow behavior plans as outlined in students’ IEPs and use positive behavior management techniques.
• Assist with lesson assignments, reinforce learning concepts to students, and maintain discipline and order on the playground, lunchroom, library and classrooms.
• Accompany students on field trips and arrange and adjust wheelchairs, oxygen hoses and other equipment as needed.
• Communicate with special education teachers about concerns and/or observations of students.
• Assist in maintaining bulletin boards in the classroom and may assist children with medication when trained.
• Assist in the operation of classroom equipment or students’ assistive technology devices, record student progress towards goals, and develop instructional materials and preparing graphs and charts.
• Assist in modification of the general education curriculum, participate in district training programs when requested, receive training in and implement non‑violent behavioral intervention procedures, and maintain confidentiality regarding student information and records.

When Assigned To SPED Programs

EC – Early Childhood/Pre‑K

The Early Childhood Special Education Program provides services to three, four and five‑year‑olds with disabilities. This program consists of developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self‑help skills, communications skills, and social skills. The classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

EC SIP – Early Childhood/SIP

The Early Childhood SIP Program provides developmentally appropriate curriculum focused primarily on social emotional development and serves students with behavioral challenges in a small group setting. A combination of EC & SIP practices are followed to best suit student needs.

EC STRAT – Early Childhood/Strategies

The Early Childhood Strategies Program focuses on the development of communication and social emotional skills using a variety of strategies. It serves students with deficits in these areas, usually caused by Autism, providing a small group setting and extensive data collection to document progress.

IEC – Early Childhood/Pre‑K Inclusion

The Early Childhood inclusion model program provides services to three, four and five‑year‑olds who are receiving specialized instruction with typically developing peers in a developmentally appropriate classroom.

IK – Integrated Kindergarten

The SPED Integrated Kindergarten Program provides a co‑teaching model that addresses all areas of child development, mandating kindergarten standards and curriculum.

CLS – Comprehensive Life Skills

CLS focuses on building a foundation to success in life while maintaining an academically rich environment that promotes student success with the specific development of critical social, emotional, and cognitive skills.

SIP – Social Intervention Program

Social Intervention Program classrooms provide a system of support—both academic and emotional/behavioral—for students with significant emotional/behavioral needs within the regular school setting.

Strategies

Program designed to support students who may be on the autism spectrum, focusing on receptive/expressive/pragmatic language, functional routines, early academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors.

Social Resource

Special designed social skills curriculum emphasizing social thinking and coping skills through visual supports, modeling, role‑playing, and a considerate environment for sensory needs.

AH – Hearing Impaired

Demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing and assists them to access curriculum with appropriate questioning and discussion techniques, technology practices, and equipment maintenance.

VI – Vision Impairment

Assists students who are blind or partially sighted, including those with deaf‑blindness, with adaptations to learning materials and strategies, supports use of braille, low‑vision skills, assistive technology, and environmental awareness.

Employment Standards

Education/Experience: Any education and experience that would provide the required knowledge and skills is qualifying.

• Any experience that would demonstrate the ability to successfully perform the duties and responsibilities.

Knowledge of educational principles and techniques; student behavior and characteristics; basic discipline and positive behavior modification techniques; correct English usage, spelling, grammar and punctuation; basic mathematics; current office methods and procedures including filing and records management; common office equipment and its usage; and some knowledge in communication and behavioral strategies. Also competence in communicating with the deaf through visual means such as Signed English, SEE, MSE, PSE, ASI, or CUE; knowledge of hearing disorders and their effects on learning and behavior; basic subject matter knowledge of elementary and secondary school curriculum; record‑keeping techniques; and computer skills.

Skills

• Securing and maintaining the confidence and cooperation of students.
• Dealing tactfully with students, parents and school personnel.
• Evaluating situations accurately and taking effective action.
• Basic typing and computer skills.
• Spelling correctly.
• Reading, writing, and speaking English at a level required for successful job performance.
• Preparing and maintaining accurate and complete records, files and summaries.
• Organizing and distributing instructional materials.
• Making mathematical computations.
• Operating various office equipment and audio‑visual equipment.
• Learning basic operations of communication devices.
• Lifting using appropriate techniques.
• Understanding and carrying out oral and written instructions.
• Using positive behavioral reinforcements.
• Establishing and maintaining effective working relationships with those contacted in the course of work.
• Moving students weighing as much as 50‑80 pounds, daily and repetitively.

Licenses / Certificates

Possession or ability to obtain a CPI Certification.

Minimum Requirements

The Paraeducator Aide must be at least 18 years of age; have at least a high school diploma or a general equivalency diploma.

Job Specification

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR.

Equity and Diversity Statement

The Washoe County School District is committed to providing a safe and respectful learning and working environment for all students, staff, and visitors. The District prohibits bullying, cyber‑bullying, harassment, sexual harassment, and/or discrimination based on an individual's actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability, or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The District prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use.

Benefits

Benefit packages are available for all employees, eligible employees who are regularly scheduled to work 27.5 hours per week or more receive full benefits of the District which include but are not limited to: No waiting period on Medical, Dental, Vision and Life Insurance; Employees may select an insurance plan wherein WCSD contributes 100% of insurance premiums. Sick Leave, Holiday Pay and Vacation Pay. Public Employees Retirement System (PERS). Salary Increases. Longevity Bonuses. Guidance Resources. And More – visit our Benefits page for more information. Temporary employees working less than 6 months do not receive benefits.