SPED Paraprofessional

Sylvania; Benton Harbor, Northern (MI, KY); Hybrid; USD 17,000 - 25,000; Full time

Job summary

Benton Harbor Area Schools is seeking a Special Education Paraprofessional to support students with disabilities under the direction of the SPED Teacher and Building Principal. The role focuses on delivering academic, social, and behavioral support to students within the least restrictive environment.

Responsibilities include instructional support, IEP implementation, PBIS, data collection for progress and Medicaid/IEP meetings, and collaboration with therapists to integrate services throughout

Qualifications

• Education: 60 semester hours or a passing Parapro score (460).
• At least two years of work experience, preferably with children.
• Strong interpersonal communication and collaboration skills.
• Trauma-informed approach to support students in urban settings.

Responsibilities

• Provide one-on-one or small group reinforcement of lessons.
• Assist in implementing accommodations, modifications, and goals per IEPs.
• Implement PBIS and individual BIPs.
• Maintain progress data and logs for Medicaid/IEP meetings.
• Assist with daily living activities when needed.
• Foster a safe, inclusive classroom climate.
• Collaborate with OT, SLP, and PT to integrate services.
• Supervise students during transitions, meals, and buses.

Skills

Interpersonal skills

Trauma-informed approach

Collaboration

Resilience

Education

Two years of college study or Parapro score 460

Associate degree or higher in SPED/Psychology/Human Services

Job description

BENTON HARBOR AREA SCHOOLS

JOB DESCRIPTION

JOB TITLE: Special Education Paraprofessional

SUPERVISOR: Building Principal / Director of Special Education

LOCATION: Various school buildings

JOB SUMMARY

Under the direction of the Special Education Teacher and Building Principal, the SPED Paraprofessional provides academic, social, and behavioral support to students with physical, emotional, or cognitive disabilities. The primary goal is to assist in the delivery of specialized instruction and ensure students meet the goals outlined in their Individualized Education Programs (IEPs) within the least restrictive environment.

MINIMUM QUALIFICATIONS

• Education: Complete at least two (2) years of study (60 semester hours) at an accredited institution OR a passing score of 460 on the ETS Parapro Assessment.
• Experience: At least two (2) years of successful work experience, preferably with children.
• Physical Ability: Ability to assist with student mobility, lifting, or personal care if required by the specific student population.
• Communication: Strong interpersonal skills to collaborate with teachers, therapists, and parents.
• Resilience: Proven ability to meet the challenges of an urban school district with a trauma-informed lens.

PREFERRED QUALIFICATIONS

• Associate degree or higher in Special Education, Psychology, or Human Services.
• Three (3) years of experience in an educational setting working with students with disabilities.
• Training in Crisis Prevention Intervention (CPI) or similar de-escalation techniques.

JOB FUNCTIONS AND RESPONSIBILITIES

• Instructional Support: Provide one-on-one or small group reinforcement of lessons initiated by the Special Education teacher.
• IEP Implementation: Assist in the implementation of specific accommodations, modifications, and goals for assigned students.
• Behavioral Management: Implement Positive Behavioral Interventions and Supports (PBIS) and individual Behavior Intervention Plans (BIPs).
• Data Collection: Maintain accurate records of student progress, behavioral incidents, and daily logs as required for Medicaid billing or IEP meetings.
• Personal Care: Assist students with daily living activities (toileting, feeding, mobility) if necessitated by the student’s disability.
• Environment: Foster a safe, inclusive, and positive classroom climate that respects the dignity of all students.
• Collaboration: Work closely with Occupational Therapists, Speech Pathologists, and Physical Therapists to integrate services into the school day.
• Supervision: Monitor students during transitions, lunch, recess, and board/unloading of buses.
• Professionalism: Maintain strict confidentiality regarding student records (FERPA compliance) and represent the district positively.

KNOWLEDGE, SKILLS AND ABILITIES

• Commitment to Equity: Passionate about ensuring students with disabilities have full access to high-quality education.
• Patience and Empathy: Ability to remain calm and supportive during student crises or high-stress situations.
• Adaptability: Excels in dynamic environments where student needs may shift rapidly throughout the day.
• Innovative Problem-Solving: Ability to find creative ways to engage students who struggle with traditional learning methods.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is regularly required to stand, walk, and sit. The employee may occasionally be required to stoop, kneel, crouch, or lift/move students (with assistance). Specific vision and hearing are required to monitor student safety and respond to non-verbal cues.