Special Education Paraeducator Assistant 3 HQ CLS (32.5 hrs./wk., 182 days)

Washoe County School District; Nevada; On-site; USD 30,000 - 42,000; Part time

Job summary

Washoe County School District seeks a Paraeducator Assistant 3 at Natchez Elementary School to support Special Education classrooms. The role involves assisting with individual and group instruction, maintaining records, and helping prepare materials for lessons.

The position requires Highly Qualified status, including meeting ParaPathways or ParaPro requirements, and adherence to SPED program standards and IEP-related tasks.

Qualifications

• Under general supervision, assists teaching staff in providing individual and group instruction.
• Maintains records and instructional materials as part of daily duties.
• Works with SPED programs and supports IEP goals.

Responsibilities

• Assists in preparing lesson outlines and plans in assigned areas.
• Prepares and develops teaching aids and instructional materials.
• Assists students individually or in groups with assignments and tasks.
• Observes progress and reports concerns to the classroom teacher.
• Maintains classroom and instructional equipment.

Skills

Assists teaching staff

Record keeping

Instructional support

Education

High school diploma or equivalent

48 semester hours or associate degree

ParaPathways or ParaPro assessment

Job description

Special Education Paraeducator Assistant 3 HQ CLS (32.5 hrs./wk., 182 days)

Natchez Elementary School

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

Job Number 2000018436

Start Date

Open Date 10/13/2026

Closing Date

PARAEDUCATOR ASSISTANT 3

Special Education - Highly Qualified

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

DISTINGUISHING CHARACTERISTICS

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 and including 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. Additionally, 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; independently provides vocational training in the community on a daily basis; independently prepares graphs, charts, and behavioral analysis data; actively participates in student IEP 's; 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; presents subject matter to students utilizing a variety of teaching methods and techniques within traditional and/or non-traditional educational settings; assists students, individually or in groups, with lesson assignments; presents or reinforces learning concepts; 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 the playgrounds, in lunchroom, school halls, library and study halls; operates standard office equipment.

When assigned to SPED Programs:

EC - Early Childhood/Pre-K

Early Childhood Special Education Programprovides services to three-, four- and five-year-olds with disabilities. This program consists of a 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 is 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 is 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.

IK - Integrated Kindergarten

The SPED IK Program provides a 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

CLSfocuses 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; utilizes 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.SIPis 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 ofSIPis 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 to provide positive replacement behaviors, so that students can return to the general education classroom.

The SIP has as its framework, a structured behavior management program that includes frequent positive reinforcement, with consistent consequences, to shape appropriate school behaviors, such as staying calm, following instructions, etc.

STRATEGIES

(Designed to support students who may be on the autism spectrum) 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 support, 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 support, modeling, role‑playing, and a considerate environment for sensory needs. In addition, instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings. Program components include language/communication development, school‑wide success skills, structured social interaction, transition to a general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP.

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 needed, and assist students with hearing impairments within classroom instruction and activities as well as other curricular access, ability and/or knowledge to use all technologies and modalities which may be required to perform requirements of the position.

Students serviced may include students who are blind or partially sighted, those with multiple impairments or students with deaf‑blindness. Assisting with students needs to include adaptations to learning materials, learning environment, and learning strategies. Supports to 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/Experience: Any experience equivalent to education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain knowledge and skills would be:

• Education: Completion of 48 semester or 60 quarter units, from an accredited college or university, desirably in child development, education, special education, or a related field.

AND

• 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.

OR

• A high school diploma;

• 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, such as student instructional activities or personal guidance of students within an organized program.

Thirty (30) hours of classroom work and class observation as follows: 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;