Level II Instructional Paraprofessional - Exceptional Student Services (2 Positions)

Position Type:

Exceptional Student Support Services/Para Professional

Date Posted:

8/27/2024

Location:

Skyline Ranch K-8

Date Available:

10/21/2024

Closing Date:

10/04/2024

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Instructional Paraprofessional

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

The role of Paraprofessional Level 2 is to provide assistance in the supervision and instruction of students with mild, moderate, or severe special needs under the guidance of a certificated teacher. This includes observing and documenting student progress, implementing instructional plans, and assisting students with their physical, behavioral, and adaptive requirements.

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 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.

• Effective writing and verbal communication skills.

• Function effectively as a team member.

• Be responsible, reliable, and punctual.

• Be flexible and adaptable to change.

• Positively accept directions.

• Establish and maintain courteous, cooperative working relationships with students, staff, and parents.

• Direct constructive criticism toward improving the district.

• Exercise positive problem-solving behavior and conflict resolution skills.

• Adhere to the dress code appropriate to the site and job.

• Be a positive role model for students.

• Work with a large cross-section of people in a professional and non-judgmental manner.

Essential Duties and Responsibilities

The essential duties and responsibilities of Paraprofessional Level 2 include the following. Other duties may be assigned.

Collaborative Support

• Work collaboratively with the special education teacher, administration, general education teachers, parents, therapists, and students to implement the goals and accommodations/modifications specified in each student's Individual Education Plan (IEP).

• Adapt classroom activities, assignments, and materials under the teacher's direction to enable all special education students to participate in classroom activities and address IEP goals.

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

• Assist in creating visuals and aids as directed by the teacher/therapists to support student communication and learning.

Daily Living and Adaptive Support

• Assist students with daily living skills, including eating/feeding, dressing, grooming, toileting, transfers, positioning, mobility, and the use of assistive devices, as directed. These needs may be due to a severe medical condition and/or physical limitations, with the purpose of allowing students to function in the school environment.

Therapeutic Assistance

• Provide support to appropriate therapist(s) during therapy sessions and provide carry-over of therapy routines and/or strategies as instructed.

• Implement behavioral plans developed by the IEP team for students to assist in meeting the students' needs and providing a consistent environment.

• Assist in the operation/care for and use of alternative/augmentative communication or other assistive technology with students as directed.

Safety and Supervision

• Assist with the supervision of students during emergency drills, assemblies, recess, lunch periods, and field trips to help maintain a safe environment.

• Participate as a provider in the recording, reporting, and gathering of data, including data input into a computer program as directed by your supervisor. This may include the Medicaid in the Public Schools Program (MIPS) or Teaching Strategies Gold (preschool).

Record Keeping and Clerical Functions

• Perform record-keeping (daily data on instruction and/or behavior) and clerical functions (e.g., correcting papers, copying, instructional materials, etc.) to support the teacher in providing necessary records/materials.

• Maintain Nonviolent Crisis Intervention (NCI) certification if indicated for your position and be willing to participate in providing a therapeutic hold for safety as needed.

Emergency Response

• Respond to emergency situations (e.g., injured student, fights, etc.) for the purpose of resolving 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 the completion of their work activities.

• Participate in site/district meetings and in-service training 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.

• Travel between schools or between schools and central offices may be required for certain positions.

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 E of the Governing Board approved salary schedule.

• Hours per day as determined by the specific assignment.

• Benefits as assigned for this position.

Clearances

• IVP Fingerprint Clearance Card

• Measles/Mumps/Rubella Immunity/Vaccination.

• Valid I-9 form.

Notice of Non-Discrimination:

The Florence Unified School District steadfastly upholds commitment to educational equity, which means putting kids first by providing the resources necessary to attain success. We are resolute in our dedication to educational equity, which involves removing barriers, fostering inclusivity, valuing diversity, and empowering the community.

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.