Paraeducator Specialist 1:1 (Behavior) @ Lakeview Terrace Elementary

Moses Lake School District 161•Moses Lake, WA

21d•Onsite

About The Position

Paraeducator Specialist 1:1 (Behavior) @ Lakeview Terrace Elementary TERMS OF EMPLOYMENT Classified Salary Range Benefits Available Paraeducator Specialist 1:1 (Behavior) Lakeview Terrace Elementary 6.50 hrs per day/180 days per year Shift time is subject to building needs. Individualized Support: Each 1:1 Specialist Paraeducator position is unique and tailored to meet the specific needs of the individual student they are assigned to support. The level and type of assistance provided will depend on the student’s unique physical, emotional, behavioral, and academic requirements, as outlined in their Individualized Education Program (IEP). Behavior and Academic Support: The role primarily involves providing behavioral and academic support, with a focus on helping the student engage successfully in learning activities while maintaining emotional regulation. The paraeducator will collaborate with the student’s case manager and other staff to implement strategies designed to enhance the student's participation and success in both academic and non-academic settings. Supervision and Collaboration: The direct supervisor for the 1:1 paraeducator is the student’s case manager, who will oversee and guide the paraeducator in supporting the student’s individual needs. Clear and consistent communication with the case manager is essential for coordinating strategies and ensuring that interventions are effectively meeting the student’s goals. Promoting Independence: A primary goal of the 1:1 Specialist Paraeducator is to assist the student in developing skills that promote independence. This includes fostering the student’s ability to complete tasks, manage behaviors, and interact with peers and staff in an appropriate and autonomous manner. Behavior Intervention and De-escalation: Paraeducators are required to follow the student’s Behavior Intervention Plan (BIP) precisely. This involves recognizing triggers, implementing preventive strategies, and using positive behavior supports to de-escalate challenging behaviors. Paraeducators are expected to use district-approved de-escalation techniques and interventions to manage situations safely and effectively. Safety Care Training: Completion of Safety Care Behavioral Safety Training is mandatory for all 1:1 paraeducators. This training equips staff with the tools and knowledge necessary to handle crises safely, respond to challenging behaviors, and ensure the safety and well-being of both the student and staff. Collaboration with Supervising Teacher: Paraeducators must maintain open and regular communication with the student’s case manager, who provides direct oversight. This includes updating the case manager on the student’s progress, behavior, and any challenges encountered, ensuring that interventions remain consistent and effective. Adaptive Responsibilities: Given the unique nature of each 1:1 assignment, paraeducators may be required to assist with a range of personal care tasks (e.g., toileting, feeding, mobility assistance), as well as academic and behavioral interventions. Flexibility and adaptability are critical to responding to the changing needs of the student. Professional Development and Training: Paraeducators will participate in ongoing professional development to deepen their understanding of the student’s needs and improve their skills in using assistive technologies, behavior management strategies, and other tools necessary for supporting the student’s independence and success. Compliance with Policies and Procedures: Paraeducators are expected to adhere to all district policies and procedures, including maintaining confidentiality, supporting a positive learning environment, and following prescribed schedules and routines to ensure the student's academic and social development is fully supported. Attendance: Always punctual. If absences are required, informs the supervisor early enough so that normal workflow is not interrupted as well as enters absence in the district absence management system.

Requirements

Must have a high school diploma or equivalent.
Must have earned 72 college level credits from an accredited institution of higher education, have a college degree, or be able to pass the Educational Testing Service (ETS) Assessment.
Previous experience working with students in both individual and small group instructional situations.
Working knowledge of education fundamentals; training and experience using current curriculum preferred.
Previous experience and/or training working with students in a classroom setting.
Must have proven ability to complete tasks in a fast-paced environment.
Must be able to manage large groups of students in an unstructured environment while maintaining a high level of safety.
Must have proven record of punctuality and consistent attendance.
Must be willing and able to assist students with personal management, including toileting, changing, eating, and other personal hygiene.
Criminal history clearance through Washington State Patrol and FBI. Fingerprinting cost is the responsibility of the employee.
Complete required Safe Schools trainings
Obtain and maintain current CPR/First Aid certification.
Obtain and maintain Safety Care certification.
Within the first year of employment, successfully complete the Washington State Fundamental Course of Study for Paraeducators provided by the District, as defined in RCW 28A.413.070, and continue to meet future requirements as mandated by the State.

Responsibilities

Provide behavioral and academic support to help the student engage successfully in learning activities while maintaining emotional regulation.
Collaborate with the student’s case manager and other staff to implement strategies designed to enhance the student's participation and success in both academic and non-academic settings.
Assist the student in developing skills that promote independence, including fostering the student’s ability to complete tasks, manage behaviors, and interact with peers and staff in an appropriate and autonomous manner.
Follow the student’s Behavior Intervention Plan (BIP) precisely, recognizing triggers, implementing preventive strategies, and using positive behavior supports to de-escalate challenging behaviors.
Use district-approved de-escalation techniques and interventions to manage situations safely and effectively.
Maintain open and regular communication with the student’s case manager, providing updates on the student’s progress, behavior, and any challenges encountered.
Assist with a range of personal care tasks (e.g., toileting, feeding, mobility assistance), as well as academic and behavioral interventions.
Participate in ongoing professional development to deepen their understanding of the student’s needs and improve their skills in using assistive technologies, behavior management strategies, and other tools necessary for supporting the student’s independence and success.
Adhere to all district policies and procedures, including maintaining confidentiality, supporting a positive learning environment, and following prescribed schedules and routines to ensure the student's academic and social development is fully supported.
Always punctual. If absences are required, informs the supervisor early enough so that normal workflow is not interrupted as well as enters absence in the district absence management system.