Special Education Paraeducator Assistant 3 HQ SIP (35 hrs., 182 days)

Washoe County School District; Nevada; On-site; USD 25,000 - 30,000; Full time

Job summary

Washoe County School District is seeking a Special Education Paraeducator Assistant 3 at Turning Point 6-12 School. The role requires highly qualified status with SPED program responsibilities and data-driven support for students with disabilities.

Starting salaries are posted as entry steps in Sch A/B of Grade 19, with hours: 35 per week, 182 instructional days. Requires high school diploma or equivalent and ParaPathways/ParaPro credentials. Schedule and location specified in the posting.

Qualifications

• High school diploma or equivalent required.
• At least 48 semester hours or an associate's degree or higher from an accredited college/university.
• ParaPathways with reading/writing 332+ and math 334+ or ParaPro 455+.

Responsibilities

• Assist teaching staff with instruction and developing materials.
• Maintain records and instructional materials for students.
• Support SPED programs and promote student engagement in class.

Education

High school diploma or equivalent

48 college semester hours OR associate degree

ParaPathways reading/writing score 332+

ParaPathways math score 334+

ParaPro Assessment score 455+

Job description

Special Education Paraeducator Assistant 3 HQ SIP (35 hrs., 182 days)

Turning Point 6-12 School

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

Job Number 2000018512

Start Date

Open Date 10/27/2026

Closing Date

Site(s) Turning Point

Internal Job Number 2026-27-E265813

Grade 19

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. View the salary schedules here.

Range/Grade 19

Additional Job Information

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. Incumbent performs related work as required.

DISTINGUISHING CHARACTERISTICS

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

TheParaeducatorAssistant IIclass requires additional intensive training beyond and including what is necessary for aParaeducatorAide II: Special Education class; in the areas of student data collection, communication strategies, severe behaviors, and positive behavior management for Autism Spectrum Disorders. Additionally, theParaeducatorAssistant 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

The Early Childhood Special Education Program provides services to three, four and five year olds with disabilities. This program consists ofdevelopmentally 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, theclassroom 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.

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 - 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. 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. 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 WCSDadopted 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 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 independenceare 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.? 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, focus on transition to general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP. ?)

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 needed, and assist students with hearing impairments within classroom instruction and activ... more