PURPOSE: Support students with Individual Education Plans (IEPs) in the special education and general education environments to ensure that students receive the necessary support to access and benefit from the educational program. Collaborate with and assist special education and general education teachers in implementation of IEPs. Monitor and implement behavior support plans, as appropriate. The paraeducator plays a key role in implementing (IEPs) and providing personalized assistance to students, fostering their overall growth and development.
 
QUALIFICATIONS
TRAINING AND EXPERIENCE
High school diploma or equivalent
Experience working with students with special needs preferred
Commitment to fostering an inclusive and supportive educational environment.
 
GENERAL
Patience, empathy, and the ability to work collaboratively within a team to support the success of students with IEPs.
Ability to work cooperatively with others. 
Maturity and ability to deal effectively with students, staff and community. 
Self-motivated. 
Ability to work independently within the limits of assigned responsibilities.
Receipt of current, favorable clearances including: Pennsylvania State Criminal History (Act 34), Federal Criminal History (FBI � Fingerprinting - Act 114), Pennsylvania Child Abuse (Act 151), and Sexual Misconduct and Abuse Disclosures (Act 168).

REPORTABILITY
Reportable to classroom teacher, Building Principal / Assistant Principal, Special Education Supervisors and / or the Director of Pupil Services.
 

EVALUATION
Completed by the Special Education Supervisor.
 
PERFORMANCE RESPONSIBILITIES

1. Implementing IEPs:
   1. Collaborate with special education teachers and other professionals to implement the goals and strategies outlined in students' Individualized Education Plans (IEPs).
   2. Provide individualized support to students, addressing their unique learning needs.
   3. Participate in the development and implementation of Individual Education Plans (IEP), as appropriate.
2. Classroom Support:
   1. Assist in planning and implementing instructional activities to meet the diverse needs of students with special needs.
   2. Support classroom teachers in adapting curriculum materials and differentiating instruction.
   3. Assist with planning and implementing individual and group strategies for individual student success in academic and behavioral areas.
   4. Assist in working closely with the teacher to continually modify the program to meet individual student needs.
3. Student Assistance:
   1. Work one-on-one or in small groups with students to reinforce learning objectives.
   2. Provide assistance with academic tasks, ensuring that students are able to actively participate in classroom activities.
   3. Assist in classroom activities such as listening to students read, monitoring work sessions, collecting and returning assignments from major subject teachers, etc.
   4. Work with student assigned to a general education class and assist the general education teacher with adaptations as assigned by the special education teacher.
4. Behavioral Support:
   1. Implement behavior management strategies as outlined in IEPs.
   2. Foster a positive and inclusive classroom environment by promoting appropriate behavior and social skills.
   3. Monitor student behavioral support plans and provide appropriate reinforcement as appropriate and when needed.
5. Personal Care:
   1. Provide personal care assistance to students with special needs, ensuring their well-being and comfort.
   2. Assist with activities of daily living, such as toileting, feeding, and mobility, as needed.
   3. Assist students with personal care as needed including but not limited to toileting, feeding, clothing fastening, and unfastening
6. Communication and Collaboration:
   1. Maintain open and effective communication with teachers and other professionals.
   2. Collaborate with the school team to address the unique needs of each student and share insights on student progress.
   3. Act as liaison between the general education teacher and special education teacher to provide immediate feedback relative to student performance.
7. Documentation:
   1. Keep accurate records of student progress, behavior, and any interventions implemented.
   2. Document observations and share relevant information with the teaching team.
   3. Assist in maintaining up-to-date records on each child describing strategies for each child's program.
   4. Assist teacher in the evaluation of student performance.
8. Inclusion Support:
   1. Facilitate the inclusion of students with special needs in general education classrooms.
   2. Support the integration of students into various school activities.
9. Professional Development:
   1. Participate in professional development opportunities to enhance knowledge and skills in special education.
   2. Stay informed about best practices and new developments in the field.
   3. Maintain Highly Qualified status, including 20 hours of professional development annually, as determined by Pennsylvania regulations for paraprofessionals working with students with an identified disability.
10. Safety and Well-being:
    1. Ensure the safety and well-being of students in various settings within the school.
    2. Supervise students during transitions and other activities.
    3. Assist in supervising students with special needs in less structured environment such as hallways, cafeteria, bus loading area, etc.
11. May support students with any of but not limited to the following exceptionalities:  Autistic Support, Emotional Support, Intensive Learning Support, Learning Support, and / or Life Skills.
12. Perform such other duties as assigned by the teacher and/or principal, Special Education Supervisor, and/or Director of Pupil Services.

The Lead Teacher shall:

Maintain Safety Care Certification
Perform other duties as assigned

Autistic Support Paraeducator:
Implement strategies outlined in Individualized Education Plans (IEPs) for students with autism.
Provide individualized support to help students with autism navigate social interactions and communication.
Assist in creating and maintaining a structured and supportive learning environment.
Collaborate with teachers and other professionals to address the unique needs of students with autism.

POSITION SPECIFICATIONS
Physical Demands              

Occasional driving to school district offices, classrooms, regional offices
Frequent walking throughout various buildings, including climbing up and down stairs
Often sitting at desk for extended periods
Standing for limited periods of time
Moderate lifting up to 25 pounds unassisted and has potential to involve heavier lifting with additional assistance
Some carrying � up to 30 pounds
Manual dexterity to use office equipment
Repetitive movement of fingers and hands for keyboarding

Sensory Abilities       

Visual acuity to read correspondences, computer screen
Auditory acuity to be able to use telephones
Ability to speak clearly and distinctly

Work Environment              

Generally, classroom / office setting

Temperament             

Ability to work as a member of a team
Must be courteous and able to effectively communicate with students and staff
Must be cooperative, congenial and service-oriented, and promote these qualities in the department
Ability to work in an environment with frequent interruptions

Cognitive Ability        

Ability to follow written and verbal directions
Ability to complete assigned tasks with minimal supervision
Ability to read, write and do complex computations
Ability to use correct grammar, sentence structure and spelling
Ability to compose clear, concise sentences and paragraphs
Ability to organize classroom/ office setting to efficiently accomplish tasks
Ability to work independently, exercise appropriate initiative, and make work-related decisions
Ability to exercise good judgment in prioritizing tasks and work efficiently on those tasks
Ability to communicate effectively at all organizational levels

Note:  All abilities above must be at a professional level, as expected from the required educational level of the job and the previous experience required.

Specific Skills            

Ability to operate office equipment
Ability to use computer technology efficiently and learn new technology implemented by the District
Must recognize appropriately handle confidential information 
Ability to perform tasks as assigned.

Comments                  

Position holder must have a friendly, helpful, caring personality
 
The position specifications described here are the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the Americans with Disabilities Act. (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.