JOB TITLE: Intensive Specialist Paraeducator/Assistant

FLSA STATUS: Non-Exempt

UPDATED: FY2018

POSITION OBJECTIVES:  To assist and supervise assigned special education students with intensive special needs instructionally, behaviorally, and physically in a classroom and community setting. To implement students’ individual educational programs in the general mainstream program and help them work with individuals and/or small groups; to play a supportive role in assessing the progress and needs of assigned students, and participate in developing and modifying individualized instructional programs.  Assigned students may include students on the spectrum of autism, students with low-incidence disabilities, students with social/emotional challenges, multi-handicapped students, emotionally and behaviorally challenged students, as well as other students on Individual Educational Programs, 504 Plans, and Educational Support Plans.

ESSENTIAL DUTIES AND RESPONSIBILITIES:  Include the following.  Other duties may be assigned.

Under the direction of a professional, intensive specialist paraeducators will:

• Adapt general classroom material/methods as appropriate to meet the needs of students, in consultation with classroom and/or special education teacher.
• Participate in various community activities and field trips with students.
• Assist in the administration of informal assessments to determine student progress and/or level of achievement.
• Assist in developing, compiling, and organizing instructional materials, under the direction of the classroom teacher or special educator.
• Play a supportive role in evaluating student progress, problems, and needs.  Participate in developing formats for student instruction and teaching strategies, and other activities as assigned.  Conduct task analysis and data collection on student performance.
• Assist students as required with toileting, self-care, eating, wheel chair transport and transfer.  Check and adjust hearing aids, and other duties as assigned.
• Maintain working files, record grades, and gather and record a variety of data related to student performance, progress, and behavior.
• Make photocopies, order supplies, and perform related office work.
• Participate in team meetings upon request to assist in developing student plans, and assessing and evaluating student needs and progress.  Confer with teachers, parents, and administrators as appropriate concerning various matters pertaining to the students.
• Administer first aid and CPR if necessary.
• Assist students physically as required.  Such could include implementing non-aversive, restrictive behavior interventions in accordance with established protocols as necessary. 
• Attend and participate in all relevant training sessions, meetings, and professional growth activities as requested and/or required.
• Assist with the transportation of assigned students as requested.
• Process routine communications, such as parent logs, permission slips, meeting reminders, staff meeting notices, and the like.
• Implement instructional and behavioral programs for students, under the general direction of classroom and/or special education teachers.  This includes working with students, both individually and in small groups, in a variety of academic areas and life skills.
• Implement and practice behavior management/modification plans and programs for and with students.  Assist and/or instruct students in basic life skills, such as general behavior, dressing/undressing for outdoors, toileting, care of belongings, insertion and adjustment of hearing aids and use of other special equipment, and other areas as assigned.
• Supervise student(s) when teacher is absent from the room.
• Other related duties as assigned.
• Assist in transporting students in, and transferring them to and from specialized equipment, such as wheelchair, stander, and the like.  Maintain a good working knowledge of such equipment, and ensure equipment is in proper working order.
• Implement or assist in implementing a variety of assistive and medical therapy as directed by a Supervisor  Such may include, but is not limited to, respiratory therapy, physical and occupational therapy, speech therapy, administering medications as needed under the direction of the school nurse, and implementing a variety of feeding programs.
• Assist students as necessary with toileting, toilet training, diaper changing, catheterization, colostomy bags, and self-care skills.
• Provide other types of physical assistance as needed including lifting and carrying the student, wheelchair transfer, etc.
• Keep detailed data on student progress using task analysis, behavioral charts, and other measures.

SUPERVISION RECEIVED:  Direct to moderate technical supervision is received from a classroom or special education teacher.  General supervision is received from the school principal or director of special education services.  Performs many duties independently.

SUPERVISORY RESPONSIBILITIES:  No formal supervisory duties.  May train, assist, and occasionally direct junior co-workers and parent volunteers, but generally works along with those persons.

QUALIFICATIONS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience.  A Bachelor’s degree in Education or a related field is required.  One year of directly relevant experience in a school setting desirable and possibly required.  Good working knowledge of children.  Knowledge of children with disabilities and special education teaching methods preferred.  Basic health care or nursing nurse’s aide training/experience may be desirable.
• Language Skills.  Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively.  Demonstrated broad knowledge of academic subject matter being taught to students is desired.  Ability to provide effective instruction and receive constructive feedback.
• Mathematical Skills.  Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.  Ability to apply concepts of basic algebra and geometry may be required.
• Computer Skills and Experience.  Good basic computer skills and experience with word processing programs required.  Experience with Microsoft Office preferred.  Ability to use adaptive equipment and augmentative and alternative communication (AAC) preferred.
• Reasoning Ability/Mental Requirements.  Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.  Ability to anticipate and diffuse emotionally explosive situations.
• Communication & Interpersonal Skills.  Ability to communicate courteously, efficiently, and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations.  Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.  Ability to show patience, respect and compassion in working with students.  Ability to effectively resolve conflicts and handle stress.
• Other Qualifications.  Experience working with children/adolescents.  Training/experience working with students who have intensive special needs desirable.  Ability to assist students physically as required.  Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school).  First aid and CPR training desirable.  Ability to remain calm and efficient in responding to medical emergencies.
• Additional Competencies.  The individual in this position must possess the following:

• Dependability - being reliable, punctual, responsible and fulfilling obligations.
• Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others - being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail - being careful about detail and thorough in completing work tasks.
• Integrity - being honest and ethical.
• Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace.
• Independence - guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job. 

Frequency Code Description

Sometimes S activity may exist sporadically, but not on a consistent basis.

Occasionally O activity exists on a consistent basis for less than 1/3 of the time 

Frequently F activity exists from 1/3 of the time up to 2/3 of the time 

Constantly C activity exists for 2/3 or more of the time 

Not Applicable NA activity is not present in the position

PHYSICAL EFFORT AND STRESS.  Employee must have the physical ability to perform the essential functions of the job as outlined above, in addition to the following (Indicate appropriate code from above): 

WORKING CONDITIONS/ENVIRONMENTAL FACTORS:  All conditions common to a construction site for residential housing including, but not limited to, the following (Indicate appropriate code from above):

Definitions - Physical Demands 

Sitting: remaining in a seated position

Standing: remaining on one's feet in an upright position at a work station without moving about

Walking: Moving about on foot

Seeing: Perceiving with the eye

Hearing: Perceiving or listening to sound by ear

Talking: Articulating, speaking or discussing using spoken words

Dexterity: Skill in the use of hands and fingers

Lifting:  Raising or lowering an object from one level to another (includes upward pulling)

Carrying:  Transporting an object, usually holding it in the hands or arms or on the shoulder

Bending/Stooping:  Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles.

Pushing:  Exerting force upon an object so that the object moves away from the force (includes slapping, striking, and kicking)

Pulling:  Exerting force upon an object so that the object moves toward the force (includes jerking).

Twisting: Rotating; moving to face in alternate direction.

Climbing:  Ascending or descending ladders, stairs, scaffolding, ramps, poles, ropes and the like, using the feet, legs, and/or arms and hands.

Balancing:  Maintaining body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, or erratically moving surfaces; or maintaining body equilibrium when performing gymnastic feats.

Crouching:  Bending the body downward and forward by bending the legs and spine.

Kneeling:  Bending the legs at the knees to come to rest on the knee or knees.

Crawling:  Moving about on the hands and knees or ha

Reaching: Extending the hands and arms in any direction

Handling: Seizing, holding, grasping, turning, or working with hands

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This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.