Job Title: Paraprofessional Level 1

Department: School of Assignment: This includes paraprofessionals working for our ESS, ELL, or Title Programs.

Reports To: Site Administrator and District Level Director for program of Assignment

ESS/Title/ELL

FLSA Status: Non Exempt

Prepared By: Human Resources

Board Approval:

Educational Equity Statement

In FUSD, educational equity means putting kids first by providing the resources necessary to attain success. We are committed to educational equity by removing barriers, being inclusive, valuing diversity, and empowering the community.

Summary

A Paraprofessional Level 1 works under the guidance of a certificated staff member to provide support and assistance in delivering programs and services to children with disabilities or identified students in general education and special education settings.

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below include the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties and responsibilities of this position.

Education and/or Experience

• High School Diploma or GED required.
• An Associate's degree or higher OR completed two years of study (equaling 60 or more credit hours) from an accredited institution of higher education OR obtained a passing score on one of the Arizona Department of Education paraprofessional approved assessments required.
• General computer skills.
• Ability to read and follow directions.
• Ability to maintain confidentiality regarding individual students' situations.
• Ability to provide student assistance during emergency evacuations.

Essential Duties and Responsibilities

The essential duties and responsibilities of the Paraprofessional Level 1 include the following. Other duties may be assigned.

Academic Support

• Assist students individually or in small groups with lesson assignments (e.g., Math, reading, writing, language, etc.) to present and reinforce learning concepts, helping them reach their academic goals.
• Adapt classroom activities, assignments, and materials under the teacher's direction to enable all students to participate in classroom activities.
• Support academic instruction taught by a teacher for individuals or small groups, aligning with learning goals specified by an IEP and/or district benchmarks.
• Implement, under direction, behavioral plans developed by a team consisting of parents and school personnel to assist students in modifying behaviors that affect a positive academic and social environment.

Data Collection and Monitoring

• Collect data on student's IEP goals in collaboration with the special education and/or general education teacher, using various data collection techniques to track student growth and progress.

Safety and Environment

• Monitor students (e.g., lunch, playground, during life enrichment activities, etc.) to provide a safe and positive learning environment.
• Implement special strategies as directed to improve students' academic success based on individual students' needs, interests, and abilities.
• Monitor individual or small groups of students to provide a safe and positive environment.

Record Keeping and Clerical Functions

• Promote general record-keeping and clerical functions (e.g., daily journal, etc.) to support teachers, therapists, and school counselors in maintaining necessary records/materials.
• Promote good habits to improve students' outcomes and development.
• Assist or support daily living with/for students, including toileting, diaper changing, grooming, dressing, eating, use of assistive devices, and mobility to support continued inclusion in the general education setting.

Communication and Collaboration

• Assist students in using alternative/augmentative communication or other assistive technology to support participation in the general education setting.
• Assist with assessments, grading papers, and completing records, including storage of those records, as directed.
• Help create visuals and aids as directed by the teacher/therapists to support student communication and learning.
• Respond to emergency situations (e.g., injured student, fights, etc.) to address immediate safety concerns.
• Maintain the confidentiality of protected student information as directed during and after employment with the district.

Other Functions

• Refer all parent questions/concerns directly and immediately to the appropriate supervisor.
• Assist other personnel as directed to support them in completing their work activities.
• Participate in site/district meetings and in-service trainings as assigned.
• Serve as a primary source of information and support any substitute teacher assigned in the absence of the regular teacher.
• Be alert to and report the possibility of any substance use, child abuse, or dangerous situation based upon observation.

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below include the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential duties and responsibilities of this position.

Education and/or Experience

• High School Diploma or GED required.
• An Associate's degree or higher OR completed two years of study (equaling 60 or more credit hours) from an accredited institution of higher education OR obtained a passing score on one of the Arizona Department of Education paraprofessional approved assessments required.

Certificates, Licenses, Registrations

• Have and maintain current CPR/FA Certification if indicated for the specific position.

Working Environment

The work environment characteristics described below are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The physical demands necessary typically require: stooping, kneeling, crouching, standing, walking, sitting, finger or manual dexterity, repetitive finger motion, speaking, hearing, seeing (with correction), focusing ability, or other factors applicable for the job. Employees may be subject to travel, odors, dust, poor ventilation, workspace restrictions, bloodborne pathogens, and loud noises. Employees may be required to lift or exert up to 50 pounds of force to move objects occasionally.

Terms of Employment

• Salary placement on Grade C of the Governing Board approved salary schedule.
• Hours per day as determined by the specific assignment.
• Benefits as assigned for this position.

Clearances

• Criminal Justice/Fingerprint Clearance.
• Measles/Mumps/Rubella Immunity/Vaccination.
• Valid I-9 form.

Notice of Non-Discrimination:

The Florence Unified School District does not discriminate on the basis of race, color, national origin, sex, age or disability in admission or access to or treatment or employment in its policies, procedures or practices, in compliance with Title VI, Title VII, Title IX, Section 504 and the Americans with Disabilities Act. The lack of English language skills shall not be a barrier to admission or participation in the district's activities and programs.  The Florence Unified School District also does not discriminate in its hiring or employment practices.

This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.  Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator(s): the District Title IX Coordinator, and/or the District 504 Coordinator, both of which can be located on our web page www.fusdaz.com or in person at 1000 South Main Street, Florence, Arizona.  Or by phone at (520) 866-3500.