Job Description

Job Number:2017-2985

Paraeducator-Special Education IAC
Des Moines Elementary

FTE: 0.000
Hours Per Day: 6.50
Position Type: Continuing

Start Time:
End Time:

Salary: $17.86 - $19.53

Closing Date: 03/23/2018 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information: Intermediate IAC Para position


GROUP: Teamsters III LEVEL: 13

: Non-exempt

: 180 HOLIDAYS: 11 or 12 dependent on school start date

SUMMARY: The job of paraeducator, Special Education IAC (Intensive Academic Center), provides support to the
certificated teacher and other staff members with specific responsibility for assisting in the supervision, care and
instruction of students with intensive academic and social skill needs. This person assists in improving students’
academic, social and personal care skills, implements plans for instruction, monitors student behavior across
school settings and attends team meetings.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline Public
Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-tune

their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

* Adapts and administer classroom activities, assignments and/or materials under the direction of the
supervising teacher for the purpose of supporting and reinforcing individual student objectives. Maintains
the confidentiality of students, their program and disability information for the purpose of protecting
students’ rights.

* Attends meetings and in-service presentations (e.g., first aid, CPR, emergency procedures, CPI,
professional development time, etc.) for the purpose of acquiring and/or conveying information relative
to job functions.

* Communicates with students using defined team-prescribed vocabulary for the purpose of reinforcing
appropriate social skills language, behavior and skills generalization.

* Communicates with supervising instructional staff and professional support personnel for the purpose of
assisting certificated staff in evaluating progress and/or communication skills.


* Implements social skills instruction, behavior plans and aversive intervention plans, designed by the IEP

team and supervised by the assigned teacher for students with behavior disorders or other special
conditions for the purpose of improving academics, adaptive, social and/or communication skills.

* Assists with maintenance and production of instructional materials under the supervision of assigned
teacher for the purpose of ensuring availability of materials.

* Records student data as prescribed by the assigned teacher for the purpose of tracking student progress
on IEP goals, objectives, behavior plans or aversive intervention plans.

* Monitors students during assigned periods within a variety of school environments (e.g. restrooms,
playgrounds, hallways, bus loading zones, cafeteria, parking lots, general education settings, and
community, etc.) for the purpose of maintaining a safe and positive learning environment.

* Assists with instruction under the supervision of the assigned teacher to students in a variety of individual
and group activities (e.g. academic subjects, social skills, daily living skills, use of assistive technology and
adaptive equipment, etc.) for the purpose of implementing IEP plans and maximizing access to their least
restrictive learning environment.

* Assists students with physical needs (e.g. lifting from a wheelchair, transporting, toileting, catheterization,
diaper changing, feeding/tube feeding, dressing, etc.) for the purpose of ensuring that students’ most
basic needs are met while and school.

* Assists with implementation with behavior plans and social skills curriculum for the purpose of improving
academic skills, social acceptance and person care.

Other Functions
* Performs other related duties as assigned for the purpose of ensuring the efficient and effective

functioning of the work unit and supporting student learning objectives.

AA degree or
High school diploma (or equivalent) and 72 college credits or
High school diploma (or equivalent) and successful completion of an approved paraeducator assessment test

One year of experience with Special Education students

Criminal background clearance
Paraeducator competencies 1-6, and 7-11 & 13, 12 & 14 within 90 days of hire
First Aid and CPR Certification within 90 days of hire and maintain certification
Crisis Prevention Intervention (CPI) certification within 90 days of hire; annual renewal of certification is required

Principles and practices of Para Education
Principles and practices of Special Education
Principles and practices of student safe behavior
Positive behavior interventions
Assigned subject areas such as reading, English, and math
Developmental and physical disabilities


Modern office equipment
Microcomputers and related software
School board policies and procedures

Assist in the instruction of special education
Communicate effectively verbally and in writing
Attend to detail and follow tasks through to completion
Organize work, problem solve, select action plans
Maintain effective working relationships with individuals and groups in a multicultural and diverse community
Remain flexible to changes in assignments or situations
Operate a variety of modern office equipment including microcomputers and related software
Attend to the physical and hygiene needs of special education students
Provide instructional assistance
Monitor student behavior
Accurately maintain records and prepare reports
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Principal or designee

EVALUATION: This position will be evaluated by the Principal or designee based on performance of duties and

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations may be made
to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee will constantly bend neck and back, use hands for repetitive
grasping and pushing/pulling. The employee is frequently required to stand/walk, squat, kneel, use hands for fine
manipulation, and push/pull. The employee will occasionally be required to sit, climb stairs/ladder, lift and reach
overhead, crawl, knee stand, and lift/carry. The employee must constantly lift/carry up to 10 pounds and must
frequently lift /carry up to 20 pounds. The employee will occasionally lift/carry a maximum of 50 lbs. The
employee is occasionally required to push/pull a maximum weight of 10 pounds. Anything over the weight limits
should be done as a two-person lift or with a mechanical lift.

WORK ENVIRONMENT The work environment characteristics described here 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.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works
near video display. The noise level in the work environment is usually moderate. The employee is required to
properly wear any personal protection equipment supplied by the District.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include,

and are not intended to include, every possible activity and task performed by every specific employee.


Updated to add EEOC statement, 2017.03.07
Updated Superintendent’s statement, 2014.10.14
Updated "Ability To" section by Human Resources, 2014.04.11
Revised education requirement language per suggestion of union business representative and agreement of district, 2014.02.03
Transferred to newest format by Human Resources, 2013.12.26
Revised by Human Resources to add district introduction, 2013.09.24
Updated by Human Resources to remove WorkSteps post hire, pre-employment test requirement, 2013.09.13
Updated by Human Resources, 2013, 09
Updated by Human Resources with input from Special Services, 2013/05
Updated by Human Resources, 7.12
Revised by Human Resources, 12/2010
Nash & Company, Para Educator - Special Education, 09/2004
Revised by Human Resources, changed from Special Education Paraprofessional to Special Education Para-Educator, 12/1995
Revised by E.A. Walsh and Company, 06/1991 prepared by E.A. Walsh and Company, 04/1989

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in
admission, access, treatment, or employment in education programs or hiring practices on the basis of race,
creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital
status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical
disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all
students who are interested in participating in educational programs and/or extracurricular activities. Any person
having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil
Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121,; Civil
Rights Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,; Section 504 of the Rehabilitation Act- Director of Health and Social
Services, 206.631.3011,


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