Paraeducator - Intervention Support

Chief Leschi School•Puyallup, WA

2d•Onsite

About The Position

The Special Education Intervention Support Paraeducator works closely with students receiving special education services who require additional academic, behavioral, social-emotional, communication, or functional support to be successful in school. Under the direction of certificated staff, this position helps implement Individualized Education Programs (IEPs), behavior intervention plans, and other specialized supports that allow students to access instruction, develop independence, and participate meaningfully in their educational environment. This position provides direct support to students in a variety of settings, including general education classrooms, small groups, and specialized programs. The paraeducator assists students with learning, self-regulation, communication, social skills, organization, and behavioral success while helping maintain a safe, supportive, and culturally responsive learning environment. Successful candidates demonstrate patience, consistency, sound judgment, strong relationship-building skills, and a commitment to helping students overcome barriers to learning and achieve greater independence. ABOUT CHIEF LESCHI SCHOOLS : Formerly known as the Puyallup Tribal School, Chief Leschi Schools was founded in 1976 to address the high dropout rate of the youth of the Puyallup tribe. It is the largest of seven tribal schools in the state of Washington and one of approximately 200+ tribal schools in the United States. It is also one of the largest tribal schools to be funded by the Bureau of Indian Education.

Requirements

Be at least eighteen (18) years of age.
Possess a high school diploma or recognized equivalent (GED).
Meet Washington State paraeducator requirements through one of the following: Two years of study at an institution of higher education (72 quarter credits or 48 semester credits); or Associate degree or higher; or Passing score on the Washington State approved paraeducator assessment.
Proof of qualifications must be included with application materials.
Must complete the Washington State Paraeducator Fundamental Course of Study requirements within state timelines.
Successful criminal background clearance
Successful and/or clear drug screening

Nice To Haves

Associate degree or higher in Education, Special Education, Psychology, Child Development, Social Work, Behavioral Sciences, Human Services, or a related field.
Two (2) or more years of experience supporting students with disabilities, behavioral challenges, social-emotional needs, developmental differences, or other high-support needs in a school, youth-serving, or therapeutic setting.
Experience implementing Individualized Education Programs (IEPs), accommodations, modifications, behavior intervention plans (BIPs), safety plans, and other individualized student supports.
Training and/or experience in positive behavior supports, restorative practices, trauma-informed care, social-emotional learning, de-escalation techniques, crisis prevention, or behavior intervention strategies.
Experience supporting students in inclusive educational settings and promoting student independence, self-advocacy, communication, social-emotional growth, and skill development.
Experience collaborating with multidisciplinary teams, including special education teachers, school psychologists, counselors, speech-language pathologists, occupational therapists, physical therapists, and other related service providers.
Demonstrated ability to build positive relationships with students while maintaining professional boundaries, high expectations, sound judgment, and professionalism during periods of student behavioral or emotional dysregulation.
Experience utilizing visual supports, assistive technology, adaptive equipment, communication systems, and other specialized instructional supports.
Knowledge of special education laws, procedures, and best practices related to supporting students with disabilities in educational settings.
Experience working with Native American students, families, tribes, or Indigenous communities and a demonstrated commitment to culturally responsive, relationship-based, and student-centered practices.

Responsibilities

Provide direct instructional, behavioral, social-emotional, communication, and functional support to students receiving special education services under the direction of certificated staff.
Assist in implementing Individualized Education Programs (IEPs), accommodations, modifications, behavior intervention plans (BIPs), safety plans, and other individualized student supports.
Support students with significant behavioral, emotional, developmental, communication, and learning needs in a variety of educational settings, including general education classrooms, small groups, specialized programs, and community-based activities.
Reinforce academic concepts, pre-teach and re-teach skills, facilitate student participation, and provide individualized support to help students access instruction and meet learning goals.
Assist students in developing self-regulation, coping, communication, problem-solving, social, organizational, and independent living skills appropriate to their individual needs.
Implement positive behavior supports, reinforcement systems, behavior interventions, and restorative practices designed to increase student success and independence.
Utilize approved de-escalation, crisis prevention, and safety intervention techniques when necessary to maintain a safe learning environment and support students during periods of behavioral escalation.
Maintain awareness of student triggers, behavioral patterns, sensory needs, and individualized support strategies to proactively reduce barriers to learning and participation.
Support students during transitions, arrival and dismissal, recess, lunch, transportation, assemblies, field trips, and other school activities as assigned.
Assist students with personal care, mobility, health-related, adaptive, and daily living needs as required by student IEPs, health plans, or program requirements and as trained.
Collect, record, and maintain accurate academic, behavioral, functional, and social-emotional data to support progress monitoring, IEP implementation, and educational decision-making.
Assist special education teachers and related service providers with preparation of instructional materials, adaptive resources, visual supports, and specialized learning tools.
Collaborate effectively with special education teachers, general education staff, related service providers, administrators, and families to support student growth and success.
Promote student dignity, self-advocacy, independence, and meaningful participation in school and community activities.
Establish and maintain positive, professional relationships with students while serving as a consistent, supportive, and appropriate role model.
Utilize trauma-informed, culturally responsive, and relationship-based practices when supporting students and families.
Maintain confidentiality of student records and information in accordance with FERPA, district policies, and professional standards.
Participate in staff meetings, training programs, IEP-related activities, professional development, and other district activities as assigned.
Perform other duties as assigned that are consistent with the nature of the position.