The SouthWest Metro Intermediate District 288 has a full-time opening for a Special Education Paraprofessional to work in a HS Setting IV program for Waseca Public Schools.
Students in these programs have significant cognitive and behavioral needs.
Experience working with students with significant disabilities preferred.
Non-Violent Crisis Intervention (CPI) and Restrictive Procedures training required and provided by the District.
Total hours worked per day: 7, Monday – Friday on student days per District calendar
Beginning hourly rate: $18.05
Full benefit package available
Minimum qualifications – High School diploma or GED equivalent, and, passing score on the Restrictive Procedures exam and Crisis Prevention Intervention, and any other district specific exam/test. Crisis Prevention and Intervention (CPI) training is required and offered by the district.
MINIMUM REQUIREMENTS: Passing score on Restrictive Procedures exam and Crisis Prevention Institute (CPI) and any other district specific exam/test. General understanding of public school education and special education.
JOB RESPONSIBILITIES: Efficiently and effectively assist in providing a well-organized, smoothly functioning program in special education setting while working under the supervision of a supervising teacher. Performs support work assisting students in meeting educational, communication, emotional, physical and behavioral
goals of special needs students. Works Individually or in small groups. Work is performed under the moderate supervision of a Teacher or Program Administrator.
ESSENTIAL DUTIES & RESPONSIBILITIES:
These duties are a representative sample; position assignments may vary.
- Assists Teacher in maintaining classroom organization as directed by supervising teacher.
- Assists Teacher with managing student behavior by: Consistently following behavioral contracts, point sheets, or other behavioral interventions and documentation processes set forth by the student’s Individual Education Plan (IEP) team.
- Maintaining consistency when following IEP guidelines for accommodations/modifications for individual students.
- Provides appropriate, positive feedback to students, supporting successes and discouraging incompatible behavior.
- Attends to the physical needs of the student including physical restraint (used as a last resort), transporting, feeding, dressing, bathroom needs, and other needs as directed by the supervising teacher and or principal.
- Assists in dispensing medication if delegated by the School Nurse.
- Assists Teacher in preparing various teaching materials upon request.
- Assists Teacher in reinforcing previously taught concepts as prescribed by teacher.
- Assists Teacher in consistently implementing policies, rules, and/or regulations designed to meet the needs of individual or groups of students effectively and efficiently.
- Adheres to district policies and departmental, building, and classroom procedures.
- Takes all necessary and reasonable precautions to protect students.
- Maintains confidentiality of information about students and follows ethical procedures with the staff and student population.
- Maintains a behavioral/progress log for assigned students, using person-first and professional language as requested by supervising teacher.
- Participates in the IEP meetings as needed.
- Assists with the collection of data pertaining to student performance and 3rd party billing.
- Performs clerical responsibilities as assigned by teacher.
- Maintains open communication with supervising teacher and team members concerning students and information in relation to students.
- Attends trainings as directed by program administrator to maintain skills and knowledge.
- Performs other appropriate duties as assigned by supervising teacher and/or program administrator.
- Provides support to students on post-high school skills, jobs, employment, service learning in a variety of locations in the community. These locations may include, but are not limited to: Job Sites, Day Activity Sites, Service Learning sites, volunteer sites.
- Participate in team debriefing process regarding students Behavior Plans as required by law.
- Document behavioral data in a standardized professional method as directed by supervising Teacher.
- Applies evidence based interventions to intervene and de-escalate behavioral needs of students.
- Awareness of Minnesota Department of Education (MDE) requirements for maltreatment. Part of this job requires that individuals have the characteristics that allow them to work with students with harassing behaviors.
- Performs other job duties as assigned by Supervising Teacher or Administrator.
KNOWLEDGE, SKILLS AND ABILITIES:
- General knowledge of the practices, methods and techniques used in the teaching of students receiving special education services;
- General skill operating standard office equipment and related hardware and software;
- Ability to establish and maintain effective working relationships with students, staff and the school community.
- Ability to speak clearly and concisely both in oral and written communication.
- Ability to perform duties with awareness of all district requirements and Board of Education policies.
- Ability to deal effectively with special students and teachers; some skill in the use of classroom and instructional equipment;
- Ability to communicate in unique ways with student populations;
- Ability to maintain confidentiality with student matters.
- Ability to handle difficult situations with ease and flexibility.
- Ability to receive communication, interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.
EDUCATION, TRAINING AND EXPERIENCE:
Minimum Qualifications – High School Diploma or GED equivalent. Preferred: Moderate experience working with physically or mentally diverse populations, or equivalent combination of education and experience.
PHYSICAL REQUIREMENTS (Describes physical conditions of this position):
Medium Work: Exerting up to 30 pounds of force occasionally and/or up to 50 pounds of force frequently and
or negligible amount of force constantly to move objects. If the use of arm and / or leg controls require exertion of
forces greater than that for sedentary work and the worker sits most of the time, the job is rated as Light Work.
PHYSICAL ACTIVITY: (Physical activities of the job are listed below and are with or without accommodations for disabilities for this position. Frequency of each applicable activity is noted according to the following: R = Regularly; F = Frequently; O = Occasionally, S = Seldom)
R – Sitting Resting with the body supported by the buttocks or thighs.
R – Standing Assuming an upright position on the feet particularly for sustained periods of time.
R – Walking Moving about on foot to accomplish tasks.
R – Finger Dexterity Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm.
R – Repetitive Motion Substantial and continuous movements of the wrists, hands, and/or fingers.
R – Talking Expressing or exchanging ideas by means of the spoken word. Those activities in which detailed or important spoken instructions must be
conveyed accurately, loudly or quickly.
R – Reaching Extending hand(s) and arm(s) in any direction
O – Climbing Ascending or descending ladders, stairs, scaffolding, ramps, poles, etc. using feet and legs and/or hands and arms.
R – Balancing Ability to maintain individual body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving
R – Bending Lowering the body forward from the waist.
R – Stooping Bending body downward and forward by bending spine at the waist through the use of the lower extremities and back muscles.
R – Kneeling Bending legs at knee to come to a rest on knee or knees.
S – Crouching Bending the body downward and forward by bending leg and spine.
O – Crawling Moving about on hands and knees or hands and feet
R – Twisting Moving body from the waist using a turning motion.
R – Pushing Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
R – Pulling Using upper extremities to drag, haul or tug objects in a sustained motion.
R – Lifting/Carrying Raising objects from a lower to a higher position or moving objects horizontally from position- to-position through the use of the upper extremities and back muscles.
R – Grasping Applying pressure to an object with the fingers and palm.
R – Hearing Acuity The ability of perceive speech and other environmental sounds at normal loudness levels.
R – Visual Acuity The power to see at a level which allows reading of numbers and text, and ability to read instructions while operating general office
equipment such as copy and fax machines.
Clearances: Must have acceptable Back Ground Screening (Criminal Record Check), Act 151 (Child Abuse History Check) and FBI (Federal Bureau of Investigation) Criminal History Check.
TERMS OF EMPLOYMENT
Professional employee work year. Terms and conditions of employment shall be consistent with the SWMetro Intermediate District #288 Collective Bargaining Agreement.
Performance will be evaluated annually by the Special Education Program Coordinator in accordance with the provisions of SWMetro Intermediate District #288 Collective Bargaining Agreement.
The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the business needs of the department.