Special Education Paraeducator Assistant 3 HQ SIP (35 hrs., 182 days)
Washoe County School District
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Job summary
Washoe County School District seeks a Paraeducator Assistant 3 HQ SIP at Wooster High School to support Special Education students under supervision. Responsibilities include assisting teaching staff, developing instructional materials, and maintaining records across SPED programs.
HQ requirements include completing 48 semester hours or an associate degree, or passing ParaPathways with required reading/writing and math scores, or ParaPro with a qualifying score.
Qualifications
- HQ required: 48 semester hours or higher, associate degree, or approved alternative.
- ParaPathways with reading/writing score of at least 332+ and math 334+, or ParaPro score of 455+.
Responsibilities
- Assist teaching staff in providing individual and group instruction.
- Develop and maintain records and instructional materials.
- Prepare lesson outlines and teaching aids; monitor student progress.
- Assist in planning, preparing, and delivering lessons in SPED programs.
- Contribute to data collection and reporting for IEPs and behavior plans.
- Operate standard classroom and office equipment.
Skills
Education
Job description
Special Education Paraeducator Assistant 3 HQ SIP (35 hrs., 182 days)
Wooster High School
Education Support Professionals - ESP/Classified - Paraeducator Assistant - Special Education
Job Number 2000018223
Start Date
Open Date 09/02/2026
Closing Date
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.
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.
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.
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.
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:
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.
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.
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.
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.
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).
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.
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 .
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. ?
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.
Adaptive Physical Education (APE) is designed to assist students to acquire the functional abilities necessary to access a physical education environment. The APE aquatics program supports students gross motor skills while incorporating social emotional learning in the pool. Students serviced in the APE aquatics program have multiple disabilities, intellectual disability as well as additional disabling conditions which may include autism, deaf-blind, hearing impairment, other health impairment, orthopedic impairment, and/or visual impairment. Assists with student needs to include physical support to students in/out of the pool, support for changing, grooming, and self-care, adapting materials and learning environment. Assists students to support communication, vision, hearing, and fine/gross motor support. An essential component of supporting the APE aquatics program is to support the safety and wellbeing of students while in the pool accessing their developmental water activities.
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 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
Education/Experience : Any experience equivalent to education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the 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; AND
- Two (2) years of experience as aParaeducatoraide 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; 2 hours in-class observation by PC or BCBA, or Assistant BA.
Knowledge of : Education principles and techniques; student's 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.
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.?
THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION.
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.
Site(s) Wooster High School
Internal Job Number 2026-27-E264732
Grade 19
Sch A:
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