Job Description

Job Number:2017-2996

Paraeducator-Special Education LRC
Tyee High School

FTE: 0.000
Hours Per Day: 5.00
Position Type: Continuing

Start Time:
End Time:

Salary: $16.82 - $18.39

Closing Date: 03/25/2018 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information: Schedule: MTW 7:30 AM to 1 PM, Th 7:30 AM to 2PM, F 7:30 AM to 11:30AM


GROUP: Teamsters III - Paraeducator LEVEL: 11

: Non-exempt

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

SUMMARY: The job of Paraeducator-Special Education LRC is done for the purpose of providing support to the
instructional program within assigned classrooms with specific responsibility for working with individual and/or
small groups of students, assists in improving students’ academic, social and personal care skills, implementing
individual plans for instruction and monitoring student behavior across school settings and attends team

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 administers 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.

* Assists students with physical needs (e.g. lifting from wheelchair, transporting, accompanying to the
restroom, assisting in restroom, etc.) for the purpose of ensuring that students’ needs for hygiene and health
are met.

* Assists students, individually or in small groups, with lesson assignments for the purpose of practicing and/or
reinforcing learning concepts and assisting students in reaching academic goals and grade level standards.

* Assists in upholding and enforcing school rules, administrative regulations and board policies.
* Attends meetings and in-service presentations for the purpose of acquiring and/or conveying information

relative to job functions.


* Records student data as prescribed by the assigned teacher for the purpose of tracking IEP goals, objectives

behavior or aversive intervention plans. .
* Implements social skills instruction, and behavior plans, designed by IEP team under the supervision of

assigned teacher, instructional programs and lesson plans for the purpose of improving academics, adaptive,
social and/or communication skills ensuring availability of items, providing written reference, providing a
safe learning environment, and/or meeting mandated requirements.

* Monitors individual and/or groups of students in a variety of settings (e.g. restrooms, classroom, playground,
field trips, library, lunchroom, bus loading/unloading, etc.) for the purpose of providing a safe and positive
learning environment.

* Supports classroom teachers and other school personnel for the purpose of ensuring the availability of
materials and the maintenance and production of instructional materials.

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

Criminal background clearance
Para-educator competencies 1-6, and 7-11 and 13 within 90 days of hire
First Aid and CPR Certification within 90 days of hire and maintain certification

Principles and practices of paraeducator
Principles and practices of student safe behavior
Special Education and Early Childhood
Positive behavior intervention techniques
Assigned subject areas such as reading, English, and math
Developmental and physical handicaps
Modern office equipment
Microcomputers and related software
Simple record keeping and report preparation
General health care and social services
Working with families
District board policies and procedures

Assist in the instruction of basic education, special education
Communicate effectively verbally and in writing
Maintain effective working relationships with other people
Maintain confidentiality of students
Ability to remain calm in tense situations
Ability to work with frequent interruptions
Operate a PC and related software
Use multiple communication systems such as electronic mail, document readers, smart boards, etc.
Attend to the physical and hygiene needs of special education students
Provide instructional assistance


Monitor student behavior
Accurately maintain records and prepare reports
Accurately count money and issue change
Comply with school board policies and follow administrative procedures


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, squat and kneel. The employee is frequently required to stand/walk, sit, use hands for fine
manipulation, and pushing/pulling. The employee will occasionally be required to climb stairs, lift and/or reach
overhead, knee stand, and lift/carry and push/pull. 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 35 pounds
and occasionally lift over the shoulder a maximum of 15 pounds. The employee is occasionally required to
push/pull a maximum weight of 25 pounds.

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 in a controlled space
with artificial lighting and some natural lighting. The employee may be required to go outside for recess. The
indoor flooring is both carpeted and linoleum. The employee may go outside for recess. The employee regularly
works near video display. The noise level in the work environment is usually moderate and occasionally loud.
Exposed to infectious diseases carried by children. The employee must adjust to frequent interruptions in their
work schedule.

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
Revised education requirement language per suggestion of union business representative and agreement of district, 2014.02.03
Transferred job description to new format, 2013.12.20
Revised by Human Resources to include district introduction, 2013.09.24
Revised physical demands per instructions from J. Hodson, 2013/07
Revised by Human Resources with suggested changes from Special Services Department, 2013/05
Updated by Human Resources, 2012/10
Updated by Human Resources, 07/2010
Revised by Human Resources, 04/2009
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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