Special Education Paraeducator Aide 3 1:1 OYO HQ (14 hrs./wk., Ends June 2027)

Washoeschools; Nevada; On-site; USD 21,000 - 30,000; Part time

Job summary

Washoeschools seeks a paraeducator aide to support students with special needs in a Title I classroom. The role involves 1:1 and group instructional support under supervision, assisting with routines, behaviors, and safety during the school day.

The ideal candidate will have a high school diploma or equivalent and meet one of the required qualification paths (college credits/associate degree or ParaPro/ParaPathways scores). Position is part-time through June 2027.

Qualifications

• Requires high school diploma or equivalent and specific qualification options.
• Must meet one of: 48 college credits, an associate degree, or higher.
• Must pass ParaPathways or ParaPro assessments per Title I requirements.

Responsibilities

• Support teachers in special education classrooms with instructional activities.
• Provide 1:1 assistance and behavioral support as needed.
• Assist with student routines and safety during transport and school day.

Skills

1:1 aide support

Special education assistance

Positive behavior support

Education

High school diploma or equivalent

48 college credits / associate degree or higher

ParaPathways or ParaPro scores

Job description

Special Education Paraeducator Aide 3 1:1 OYO HQ (14 hrs./wk., Ends June 2027)

Education Support Professionals - ESP/Classified - Paraeducator Aide - Special Education

Job Number 2000018135

Start Date

Open Date 08/14/2026

Closing Date

PARAEDUCATOR AIDE 3

HIGHLY QUALIFIED STATUS:

Individual selected for a position at a Title I School 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 ParaPathways with a required reading/writing score of at least 332 or above, and a math score of 334 or above. or
• Passed the ParaPro Assessment prepared and administered by Educational Testing Services (ETS) with a score of at least 455.

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.

DISTINGUISHING CHARACTERISTICS

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.

EXEMPLARY DUTIES/RESPONSIBILITIES

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.

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. In addition, 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 (for details strictly on SIP, see SIP description)

The Early Childhood SIP Program provides 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 program focuses primarily on social emotional development and primarily serves students with behavioral challenges in a small group setting. When assigned to an EC SIP classroom, a combination of EC & SIP practices are followed. The descriptions mentioned for EC and SIP respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

EC STRAT - Early Childhood/Strategies (for details on Strat, see Strat description)

The Early Childhood Strat Program provides 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 program focuses primarily on the development of communication and social emotional skills using a variety of strategies. The EC Strategies Program serves students with deficits in these areas, usually caused by Autism. This program also provides?a small group setting and focuses on extensive data collection to document progress. When assigned to an EC Strat classroom, a combination of EC & Strat practices are followed. The descriptions mentioned for EC and Strat respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

IEC - Early Childhood/PreK

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. This inclusion program provides an age appropriate environment that offers all children a wide range of learning opportunities. 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. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

IK - Integrated Kindergarten

The SPED IK Program provides developmentally appropriate curriculum in a co-teaching model 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 along with kindergarten standards and curriculum. Services are provided in a kindergarten setting.

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. This program assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; utilizing a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI's).

SIP - Social Intervention Program

Social Intervention Program (SIP) classrooms provide a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. SIP is a program, not a place, which incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support (it is an IEP team decision what the least restrictive environment is for each child).

The goal of SIP is to help children acquire and develop effective, prosocial behaviors so they can be successful in regular classroom settings, and to support the children to make adequate academic progress. Students are given work at their developmental levels and the WCSD adopted curriculum and texts are utilized. The primary goal is to extinguish behaviors that are impeding students' ability to be successful in the general education classroom, and