Special Education Paraeducator Assistant 3 HQ Autism (35 hrs./wk. 182 days)

Washoe County School District; Reno (NV); On-site; USD 25,072 - 30,224; Full time

Benefits offered by this job

Health insurance

Sick leave

Vacation pay

Job summary

The Washoe County School District is looking for a Paraeducator Assistant III in Special Education to assist teaching staff with individual and group instruction while maintaining accurate records. Ideal candidates should possess a high school diploma and have completed at least 48 semester hours at an accredited institution, or equivalently qualified.

This position involves preparing lesson outlines and implementing behaviorally based instructions, with a strong emphasis on Special Education experience. Attractive benefits include health insurance coverage, leave policies, and potential salary increases.

Qualifications

• Must be Highly Qualified for the assignment.
• Experience in Special Education required.
• Ability to assist with lesson preparations.

Responsibilities

• Assist in classroom instruction and student guidance.
• Prepare lesson outlines and classroom materials.
• Observe and report on student progress.

Skills

Instruction in academic skills

Behavioral instruction

Communication skills

Education

High school diploma or equivalent

48 semester hours from an accredited college

Job description

Highly Qualified Status (HQ)

• Individual selected into this position 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 ParaPro Assessment prepared and administered by Educational Testing Services (ETS) with a score of at least 460.

Paraeducator Assistant III – Special Education – Highly Qualified

• Same qualifications as above, with emphasis on experience and training specific to Special Education.

Summary Description

Under general supervision, assists teaching staff in providing individual and group instruction, including developing and maintaining records and instructional materials. Incumbent performs related work as required.

Distinguishing Characteristics

The Paraeducator Assistant II is regularly required to perform academic instructional assistance for a significant portion of the assignment in a Special Education classroom. Additionally, a Paraeducator Assistant II working at a Title I school must be highly qualified.

The Paraeducator Assistant II class requires additional intensive training beyond what is necessary for a Paraeducator Aide II: Special Education class; in the areas of student data collection, communication strategies, severe behaviors, and positive behavior management for Autism Spectrum Disorders. The Paraeducator Assistant II: Special Education class independently prepares materials; implements behaviorally based instructions; develops lesson outlines and detailed computer‑generated instructional materials; conducts screenings; provides vocational training in the community on a daily basis; prepares graphs, charts, and behavioral analysis data; actively participates in student IEPs; possesses in‑depth knowledge in communication; and extensively modifies and adapts the general education curriculum.

Exemplary Duties/Responsibilities

• Assists teaching staff in a variety of classroom and related areas.
• Assists in preparing lesson outlines and plans in assigned areas.
• Assists in planning, preparing, and developing various teaching aids.
• Prepares, administers, and grades examinations and homework assignments.
• Observes progress and problem areas of students for referral to the classroom teacher.
• Confers with classroom teacher and parent on progress of students.
• Prepares classrooms and audio‑visual equipment for use; orders supplies and equipment; maintains classroom bulletin boards.
• Distributes and collects teaching materials.
• Assists in maintaining student discipline and order on playgrounds, in lunchroom, school halls, library, and study halls.
• Operates standard office equipment.
• Assists students, individually or in groups, with lesson assignments; presents or reinforces learning concepts.
• Implements behaviorally based instructions and develops lesson outlines.

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. The 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, communication skills, and social skills. It also 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 that addresses all areas of child development. It focuses primarily on social‑emotional development and primarily serves students with behavioral challenges in a small group setting. A combination of EC and SIP practices are followed to best suit student needs.

EC STRAT – Early Childhood/Strategies

The Early Childhood Strat Program provides developmentally appropriate curriculum that addresses all areas of child development. It focuses primarily on the development of communication and social‑emotional skills using a variety of strategies. The program serves students with deficits in these areas, usually caused by Autism. It also provides a small group setting and focuses on extensive data collection to document progress.

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, communication skills, and social skills along with kindergarten standards and curriculum. Services are provided in a kindergarten setting.

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. The 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; utilizes a variety of techniques to elicit 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 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.

STRATEGIES

Designed to support students who may be on the autism spectrum, this program provides systematic, intensive instruction focusing on the following areas: receptive/expressive/pragmatic language, functional routines, pre‑academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Highly structured and predictable instruction occurs in a small‑group setting with a high adult‑student ratio utilizing discrete trial teaching of academic, functional, and social skills. Visual supports, augmentative and alternative communication tools, positive behavioral supports, inclusive practices, and data‑based decision‑making with a focus on generalization and maintenance of skills and maximum student independence are used.

SOCIAL RESOURCE

Program provides special designed social skills curriculum emphasizing development of social thinking and social coping skills through systematic, coordinated methods including visual supports, modeling, role‑playing, and a considerate environment for sensory needs. Instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings.

AH – Hearing Impaired

Demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing; assists students with Hearing Impairments to access curriculum; utilizes appropriate questioning and discussion techniques based on student's modality of learning; demonstrates skill and knowledge of current technology practices relative to students who have hearing impairments; knowledge of and ability to effectively utilize, access and maintain necessary technology and equipment; and assist students with hearing impairments within classroom instruction and activities as well as other curricular access.

VI – Vision Impairment

Students serviced may include students who are blind or partially sighted, those with multiple impairments or students with deaf‑blindness. Assists with student needs to include adaptations to learning materials, learning environment and learning strategies. Supports ensure that student has access to their developmental or academic curriculum as well as Expanded Core Curriculum. Supports students in UEB braille, Nemeth Code, music braille, etc. and/or low vision skills and strategies, and assistive technology. Supports instruction in environmental and community awareness. Assists with preparing and cataloging various instructional materials.

Employment Standards

• Education: Completion of 48 semester units, or 60 quarter units, from an accredited college or university, desirably in child development, education, special education, or a related field.
• Experience: One (1) year of experience that demonstrates the ability to perform the duties of the class, such as student instructional activities or personal guidance of students within an organized program.
• Alternative: A high school diploma; and two (2) years of experience as a Paraeducator aide or two (2) years of experience that demonstrates the ability to perform the duties of the class.

Paraeducator Assistant III HQ – Special Education, Desirable Qualifications

• Thirty (30) hours of classroom work and class observation: 12 class hours in class (orientation, ABA Principles I, Data Collection I; 8 class hours CPI training); 8 class hours ABA Principles II and Data Collection II; 2 hours in‑class observation by PC or BCBA, or Assistant BA.
• Knowledge: Education principles and techniques; student physical, emotional and academic requirements, habits and characteristics; basic discipline and behavior modification techniques; correct English usage, spelling, grammar and punctuation; basic mathematics; current office methods and procedures including files and records management; common office equipment and its usage.
• Skill: Instructing students in a variety of academic and self‑care skills areas; preparing realistic lesson plans and teaching aids; securing and maintaining the confidence and cooperation of students; dealing tactfully with parents and school personnel; evaluating situations accurately and taking effective action; typing with speed and accuracy; 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; developing instructional materials; making mathematical computations; operating various office equipment; operating and maintaining audio‑visual equipment; establishing and maintaining effective working relationships.

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.

Equal Employment Opportunity

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, veteran 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.

Internal Job Number

2026-27-E263028

Salary

Grade 19 FY27
Sch A: $18.20 (entry step)
Sch B: $21.94 (entry step)

Salaries are subject to adjustment and may increase and decrease each fiscal year. New employees hired by Washoe County School District are normally placed on the entry step of the grade of the position.

Benefits

• 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). Contribution options will be explained during the New Employee Orientation.
• 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.

Additional Information

New employees will be fingerprinted upon hire and every five years thereafter and will have $58.50 deducted from their first paycheck to help defray the cost of fingerprinting. Non‑licensed employees will have $58.50 deduction when their fingerprints are completed every five years. Fingerprint fees are subject to change.

The job offer is conditional until a report is returned from the FBI and Nevada Department of Public Safety that meets the standards of WCSD for employment purposes.

Any applicant who would like to request a reasonable accommodation in any step of the selection process should contact Human Resources at [phone].