Paraeducator - 1:1 Student Specific

Olympia School District•Olympia, WA

1d•Onsite

About The Position

The 1:1 Student Specific Paraeducator assists with supervision and instruction of an individual student and works directly with staff and students to support placement in the least restrictive educational environment. The role supports implementation of individualized education program (IEP) plans, student learning and progress, health and personal care needs, and a safe, positive, and productive instructional environment. This is a one-year position scheduled for 6 hours per day on Fridays, from 8:15 a.m. to 2:45 p.m., for 180 days per year, plus 10 paid holidays. Employees receive vacation leave, paid holidays, and additional compensation as outlined in the Collective Bargaining Agreement. The role may involve supporting students across educational and community settings and requires confidentiality, collaboration, training, and adherence to district-adopted instructional and behavior-support practices.

Requirements

High school diploma or equivalent.
When applicable, successful completion of one of the following: ETS ParaPro assessment; Master Teacher Inc. Paraeducator Online Training Program; 72 quarter credits or 48 semester credits at an institution of higher education; or an associate degree or higher. College credits must be at the 100 level or above; official transcripts are required for credit- or degree-based qualifications.
Criminal Justice Fingerprint Clearance.
Prior job-related experience with school-age children who qualify for special education.
Participation in all Olympia School District-required health-related training.
Ability to perform basic clerical functions and arithmetic calculations, operate standard office equipment, and use English verbally and in writing with correct grammar, punctuation, and spelling.
Ability to create visual supports, student schedules, and reward systems.
Ability to support students’ special health care needs, including personal hygiene and toileting or diapering, as necessary.
Ability to implement instructional techniques and modifications for students with significant needs.
Ability to understand and follow oral and written instructions; maintain confidentiality of student records; meet schedules and deadlines; interpret and apply rules, regulations, and policies; and learn instructional methods and materials quickly.
Ability to collaborate and communicate effectively with administrators, special and general education teachers, and other paraeducators.
Ability to remain alert, anticipate and prevent unsafe situations or behavioral escalation, and react promptly to maintain student safety.
Ability to facilitate positive communication and social skills and support student participation and learning, including in community settings.
Ability to use assistive or adaptive technology and methods to support communication and adaptive living skills.
Ability to collect student data independently, consistently, and accurately.
Ability to adjust interactions, including physical proximity, vocabulary, voice volume and tone, sentence length, and visual supports, to promote student understanding and success.
Ability to maintain high expectations for student learning and maximize independence.
Ability to use social stories or other non-verbal systems and positive, non-punitive behavior supports.
Ability to use de-escalation strategies and district-approved physical restraint techniques, including teaming with and supporting others when restraint is necessary.
Significant physical abilities include prolonged sitting; reaching and handling; talking and hearing conversations; near and far visual acuity; moving quickly in response to potential danger; restraining students when necessary using approved techniques; and lifting up to 50 pounds.

Nice To Haves

First Aid and CPR training may be required.
Willingness to participate in appropriate training to gain necessary skills, such as obtaining a Type II License or Food Handlers Permit.
Right Response Certification or willingness to obtain and maintain it.
Experience or willingness to obtain training in district-adopted instructional methodologies such as STAR, FACTER, Structured Teaching, and ABA.

Responsibilities

Assist certificated staff with implementation of plans related to IEP development, including functional behavioral assessments, behavior intervention plans, aversive therapy plans, and communication and OT/PT goals.
Help create educational materials that support student progress toward IEP goals and objectives.
Collect and communicate relevant student data to help certificated staff evaluate progress.
Provide first aid, medical assistance, and other health care support, including personal hygiene and toileting assistance when needed.
Maintain student files and records to support the development of appropriate special education programs.
Monitor students across educational settings, provide a safe and positive learning environment, and facilitate accommodations and modifications to curriculum, materials, and schedules.
Assist other personnel as required to increase staff capacity to implement student instructional and behavioral plans and other assigned duties supporting students.
Collaborate with personnel to evaluate student progress and implement student objectives.
Contribute to a positive and productive learning environment for students and staff.
Maintain confidentiality in communications regarding students, staff, and parents.
Facilitate student independence in the instructional setting.
Participate in team meetings and required training to collaborate, share information, and improve skills and knowledge.
Implement district-adopted curricula and individual student plans consistently and with fidelity.
Use de-escalation strategies and district-approved physical restraint techniques when necessary to maintain safety.
Represent the Olympia School District professionally when supporting students in community or other public settings.