GUIDELINES FOR PARAPROFESSIONALS

Patricia A. Hutcherson, Ph.D.

April 2016

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 TABLE OF CONTENTS

Section 1: Introduction………………………………………………...3

Federal and State Legislation……………………………...4

Every Student Succeeds Act……………………………….4

Section 2: Alaska Paraprofessional Standards……………………….5

Section 3: Paraprofessionals Job Title………………………………...6

Section 4: Alaska Requirements for Paraprofessionals……………...7

Section 5: Who are Paraprofessionals………………………………...9

Section 6: Roles and Responsibilities………………………………….9

Section 7: Special Education Paraprofessionals……………………..11

Section 8: Paraprofessionals Training and Preparation ……………13

Section 9: Guide to Special Education Related Acronyms…………..15

Section 10: Orientation………………………………………………….17

Section 10: Expectations of Paraprofessional………………………….17

Section 10: Questions to Ask Supervising Teacher……………………17

Section 11: Paraprofessionals Job Description………………………..19

Section 12: Map of Elementary, Middle and High School……………25

Section 13: References…………………………………………………..26

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 INTRODUCTION

PARAPROFESSIONALS

Since 2002, paraprofessionals have evolved as important members of instructional teams

providing services to students facing many challenges, as well as students needing additional

educational assistance. According to National Center for Educational Statistical, 2000, there are

more than 500,000 paraprofessionals in the U.S. In their article, Green and Barnes, 1989, stated

that in 1965, there were fewer than 10,000 paraprofessionals in the field. While a large majority

of paraprofessionals are working in public education settings, many are hired for human service

programs and in some cases, paraprofessionals are recruited and trained for clerical and

administrative tasks to provide teachers with more direct instruction to students in general

education programs (Gartner, 1971; Picket 1994). For the paraprofessionals working in the

classroom environment, as their numbers increased, so did their roles in the classroom settings.

States facing teacher shortages have turned their attention to increasing their pool of perspective

teachers by investing in paraprofessionals interested in pursuing a teaching career. G.

Williamson McDiarmid, Boeing Professor of Teacher Education, University of Washington,

prepared a study for the University of Alaska in conjunction with Alaska Department of

Education and Early Development states, “As Alaska faces shortages of teachers in a number of

remote districts, attention has focused on a pool of potential teachers: instructional aides. For

remote rural districts that often suffer turnover rates of 25 percent or more a year, supporting

resident instructional aides who want to pursue certification seems an obvious strategy. Filling

many or most of the positions in these schools with permanent residents of the community could

improve curricular, instructional, and social continuity for rural students—and that would, in

turn, improve their learning,” December 2002.

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Title I, Part A as amended by the No Child Left Behind Act, has new requirements for

paraprofessional:

Title I of the Elementary and Secondary Education Act (ESEA), as amended by the No Child

Left Behind (NCLB) Act, is designed to help disadvantaged children reach high academic

standards. Properly trained paraprofessionals can play important roles in improving student

achievement in Title I schools where they can reinforce and augment a teacher’s effort in the

classroom. Unfortunately, studies indicate paraprofessionals are used in many Title I schools for

teaching and assisting in teaching when their educational backgrounds do not qualify them for

such responsibilities. Title I of the ESEA, as amended by the NCLB Act requires

paraprofessionals to meet higher standards of qualification, and ensures students needing

extensive assistance receive instructional support only from qualified paraprofessionals. Quite

often paraprofessionals’ association with children in the educational setting is linked to Special

Education. Paraprofessionals are also hired to work with students in the regular classroom

setting that require assistance by using the Multi Tier Systems of Support (Tier II and Tier III) to

improve their performance.

EVERY STUDENT SUCCEED ACT

On December 10, 2015, President Obama signed into law Every Student Succeed Act (ESSA).

Although there are many sections to the Act, for the purpose of this manual, emphasis is placed

on resources provided to states and school districts for implementation support for teachers,

paraprofessionals, principals and other educators. “The bill maintains a broad focus on making

funds available for professional development, professional growth, and leadership opportunities.

There is specific language that says a state can use funds for centers on induction,

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mentoring, career pathways and recruiting a diverse teacher workforce,” The American

Federation of Teachers, 2015. Every Student Succeed Act does:

Maintain the role of paraprofessionals. Every Student Succeeds Act (ESSA) keeps
paraprofessional certification requirements, which help prevent school districts from
hiring paraprofessionals with little educational experience or professional training.

Require collaboration with and professional advancement of paraprofessionals. ESSA

ensures that paraprofessionals are included in the list of stakeholders who must be
consulted in the development of state and local plans under Title II, and local plans
under Title I, including the operation of a targeted assistance school program. Other
provisions expand professional development opportunities for paraprofessionals,
including programs on how a state can establish, expand, or improve pathways for
paraprofessionals to earn a teacher certification.

Expand professional development opportunities for paraprofessionals, including

pathways for paraprofessionals to earn a teacher certification.

Provide collective bargaining protection. Teachers and paraprofessionals are covered by

the Title I and Title II collective bargaining protection.

Allow collaboration on teacher licensure standards. ESSA includes language that would
allow a consortium of states to work together to develop compatible standards on
licensing and certifications. There is also language that allows funds to be used for
voluntary teacher licensure reciprocity across states. With shifting demographics and
teacher shortages, making it easier for districts to recruit and hire certified veteran
teachers make sense.

Support efforts to improve teaching and learning conditions. ESSA allows states and
districts to use Title II funds to conduct and publicly report on an assessment of educator
support and working conditions that would be developed with teachers, leaders, parents,
students and the community. It also encourages public involvement by requiring
consultation with stakeholders to update and improve state activities.

ALASKA PARAPROFESSIONALS STANDARDS

(a) Pursuant to 4 AAC 04.220, the content, knowledge, disposition, and performance standards

for paraprofessionals as set out in the document titled Alaska State Paraprofessional

Performance Standards, revised as of November 2003, are adopted by reference.

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(b) Each district shall ensure that all paraprofessionals employed by the district who work in a

program that receives funding under 20 U.S.C. 6301-6339 (Part A of Title I of the Elementary

and Secondary Education Act) have earned a secondary school diploma or its recognized

equivalent.

(c) Except as provided in (e) of this section, and in addition to the requirement of (b) of this

section, each district shall ensure that a paraprofessional hired after June 10, 2004, who works in

a program that receives funding under 20 U.S.C. 6301-6339 (Part A of Title I of the Elementary

and Secondary Education Act), has met at least one of the requirements.

PARAPROFESSIONALS JOB TITLES

There are 21 names for Paraprofessionals used in the field of education. Depending on the state

and school district they serve, a paraprofessional’s title is subject to change:

Paraeducator, Para –An employee assigned responsibilities that include assisting with
instruction in reading, writing, and mathematics.

Paraprofessional, Para-pro – An individual who performs instructional support duties and

not to an individual performing only non-instructional duties.

Teacher Assistant, educational assistant - Teaching assistant is an adult who hired to

assist a teacher with class-related duties, which are similar to those encountered in middle
and high school settings. They are frequently referred to as paraprofessionals ('paras' for
short) or teacher's aides.

Teacher’s Aide – Teacher aide often used synonymously with Teacher Assistant.

Instructional Assistant, classroom assistant- Assist teachers in the performance of

instructional and related duties that have been assigned to the teacher.

Special Education Aide - Full and part-time paraprofessionals are used to assist students
with disabilities in home and center-based facilities, special education classrooms, and
general education environment (IDEA-1997 Amendments).

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 ALASKA’S REQUIREMENTS FOR PARAPROFESSIONALS

“In the state of Alaska, instructional assistants hired into a Title I schoolwide or targeted

assistance program after January 8, 2002, must meet the following qualifications.” In addition,

State Paraprofessional Performance Standards requires all paraprofessionals to meet at least one

of the requirements in accordance with Part A of Title I of the Elementary and Secondary

Education Act.

(1) Completed at least two years, or 48 semester hours equivalent, of study at a regionally

accredited institution of higher education;

(2) Obtained an associate’s or higher degree at a regionally accredited institution of higher

education;

(3) Demonstrated, through a formal assessment under (f) of this section, that the

paraprofessional has met, at an entry level or above, the instructional content/assisting

practice standards set out in Alaska State Paraprofessional Performance Standards,

adopted by reference in (a) of this section.

(d) Except as provided in (e) of this section, after January 8, 2006, each district shall

ensure that all paraprofessionals employed by the district who work in a program that

receives funding under 20 U.S.C. 6301-6339 (Part A of Title I of the Elementary and

Secondary Education Act) meet at least one of the three requirements in (c) of this

section.

(e) A paraprofessional is not required to meet the requirements of (c) or (d) of this section

if the paraprofessional:

(1) acts as a translator to enhance the participation of limited English proficient

children;

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 (2) has instructional support duties that consist solely of conducting parental

involvement activities; or

(3) has only non-instructional duties, including providing technical support for

computers, providing personal care duties, or performing clerical duties.

(f) The formal assessment of a paraprofessional under (c)(3) of this section shall be

administered by the district that employs the paraprofessional. The formal assessment

must consist of :

(1) The Higher Education Learning Profile (HELP) assessment, published by Educational

Resources, Incorporated; and

(2) Observation and interviews by district personnel qualified to evaluate the paraprofessional.

(g) To demonstrate the paraprofessional has met the requirements of (c)(3) this section, a

paraprofessional must:

(1) Achieve a passing score on the HELP assessment described in (f)(1) of this section;

and

(1a) Pass a state approved assessment which demonstrates knowledge of and the ability

to assist in the instruction of, reading, writing, and math

(1b) Pass Paraprofessional Standards Checklist

(2) show, through the observations and interviews described in (f)(2) of this section, that

the paraprofessional has mastered all entry level requirements of the instructional

content/assisting practice content standard set out in Alaska State Paraprofessional

Performance Standards, adopted by reference in (a) of this section.

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 Who Are Paraprofessionals?

In the public school environment, supervising teachers or other licensed, certificated

professionals frequently underutilized the skills of paraprofessionals assigned to classrooms.

Although, paraprofessionals are an integral part of the learning process, opportunities for them to

demonstrate their skills and knowledge of children are not always present. Depending on the

geographic area or district in which paraprofessionals work, their responsibilities may vary.

According to the US Department of Education, Title 1, Part A funds, a paraprofessional is an

employee assigned responsibilities that include assisting teachers with instruction in reading,

writing, and math. Section 1119 (g) of Title I, Part A, states, paraprofessionals work under the

supervision of teachers or other licensed/certificated professionals who have responsibility for:

Identifying learner needs,

Developing and implementing programs to meet learners’ needs,

Assessing learner performance,

Evaluating the effectiveness of education programs and related services and

Who assist with the delivery of instructional and other direct services as assigned

and developed by certified/licensed professional practitioners

Pickett, 2002

Roles and Responsibilities

One of the most basic understandings paraprofessionals must have is their role in the

environment in which they work. They should have a clear definition of their role as a support to

the teacher and their schedule of responsibilities. With this information, there is no

misunderstanding between the paraprofessional and those with whom he or she works.

According to the U.S. Department of Education, paraprofessionals provide instructional support,

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but they should not provide planned direct instruction or introduce students to new skills,

concepts or academic content. There are other tasks paraprofessionals frequently perform on a

daily basis.

Lead small group instruction designed by the teacher

Gather materials

Provide assistance for personal care and other physical needs

Assist students in completing directions given by the teacher

Facilitate interactions between students

Adapt lessons under the teacher’s guidance and,

Execute other, often unseen, but very important tasks for the classroom community.

Disability Solutions, 1998

Paraprofessional must be appropriately trained and under the supervision of a certified teacher.

It is an appropriate and effective use of paraprofessionals to provide instruction that is not new to

the class, a group, students or a single child. Instruction is delivered based on plans provided by

a certified teacher. In many instances paraprofessionals can provide significant insight into

students’ education based on their years of experience and can also make connections to a topic

that will enhance the teacher’s plans.

When paraprofessionals are supporting students with disabilities, it is necessary for them to have

an understanding of the IEP information that is pertinent to their role as a teacher assistant.

Paraprofessionals often work with students one-on-one or in small groups, which requires

knowledge of basic math and reading skills. Additionally, special education paraprofessionals

should be able to communicate effectively, orally and in writing with the special education

teacher, parents and students who may have difficulties communicating. Being able to perform

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basic clerical tasks, such as copying, taking notes and inputting information into a computer

makes the duties of paraprofessional easier. Paraprofessionals’ duties fall into several categories.

While roles and responsibilities are the same among paraprofessionals, they may vary from state

to state. Paraprofessionals’ duties performed under the direction of a certified teacher:

Modifying or adapting instruction for students with disabilities;

Providing one-on-one assistance to students with disabilities;

Working with individual students or small groups of students to reinforce learning of

material or skills introduced by the teacher;

Guiding independent study, enrichment work, and remedial work with students as set up

and assigned by the teacher;

Assisting some students with self-care tasks; and

Record keeping.

Almost one million paraprofessionals provide support across a wide age range of students in U.S.

educational establishments (American Federation of Teachers, n.d.)

Special Education Paraprofessionals

Federal Legislation is very clear about the requirements for employment of paraprofessionals

working with students in an educational setting with disabilities. The laws: Individuals with

Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) act. IDEA maintains that

students with disabilities are better able to maximize their achievement when supported by

trained and professionally supervised paraprofessionals. Additionally, “A State may allow

paraprofessionals and assistants who are appropriately trained and supervised, in accordance

with State law, regulations, or written policy, in meeting the requirements of this part to be used

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to assist in the provision of special education and related services to children with disabilities

under Part B of the Act.” [34 CFR 300.136(f)]

No Child Left Behind (NCLB), 2002, ascertains that each local education association (LEA)

receiving assistance under the Act shall ensure all paraprofessionals hired after the date of

enactment of No Child Left Behind Act of 2001, working in a program supported with NCLB

funds must meet the qualifications requirements. For preparation and training of

paraprofessionals, Guskey and Huberman (1995), maintains professional development is a

crucial component of educational improvement. Researchers studying the role of

paraprofessionals working in special education classrooms with students that have mild

disabilities are employed to handle clerical, housekeeping, non-instructional and instructional

tasks simply because certified teachers supervising them do not know how to use the

paraprofessional’s skills effectively to deliver services.

“The Study of Personnel Needs in Special Education (SPeNSE, 2001) found that there were

differences by region and district in the types of services paraprofessional provided, and the

majority of special education paraprofessionals nationwide spend at least 10% of their time on

each of the following activities: (a) providing instructional support in small groups, (b) providing

one-on-one instruction, (c) modifying materials, (d) implementing behavior management plans,

(e) monitoring hallways/study hall/other, (f) meeting with teachers, (g) collecting student data,

and (h) providing personal care assistance (SPeNSE, 2001).” Paraprofessionals starting full time

responsibilities with inadequate training are often unprepared to teach children with special

needs, which is most often their primary responsibility (Patterson, 2006).

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 Paraprofessionals Training and Preparation

Under Alaska regulation 4 AAC 52.250, paraprofessionals (or, per the regulation, “special

education aides,” must be trained by districts in a variety of skills (bold added for emphasis):

“(a) A person employed as a special education aide shall be trained by a special education
teacher or specialist certificated under 4 AAC 12.330 or 4 AAC 12.365, or licensed under AS
08.11, AS 08.84, or AS 08.86 to provide the services with which the aide will assist.
(b) Before a special education aide assists in providing direct special education or related
services to a child or children, or concurrent with providing direct special education or related
services to a child or children, the district must provide and document a minimum of six hours
of annual training, in the aggregate, to the aide regarding
(1) the child’s or children’s disabilities;
(2) the content of the IEP
(3) the instructional and safety procedures to be used; and
(4) confidentiality procedures.”

In addition to the four aspects of training cited earlier for paraprofessionals, it is the teacher‘s
responsibility to:

Teacher’s responsibilities:
It is the role of the teacher to design all aspects of instruction as well as staffing
arrangement. Conduct planning sessions and prepare work assignments for
paraprofessional based on program objectives and learner’s needs. Monitor
paraprofessional performance and day-to-day activities; provide on the job training to
carry out team and learner’s goals and implement with the assistance of paraprofessional
procedures for protecting the safety, health, and well-being of learners and staff.

Positive supports: Paraprofessionals are important members of the team and should be
viewed as a support for all students. “This encourages and allows the teacher go take
ownership for every student in the class.” Clarification of roles and responsibilities is a
priority and should be discussed at the beginning of the year or throughout the year with
all team members present.

Specifics about disabilities:

Specific information regarding the student (s) disabilities will provide a better
understanding of how paraprofessional will assist teacher in meeting the needs of
students.

Confidentiality:
Paraprofessional will have access to personal information about children and their
families. The student and parents have the right to expect all information be kept
confidential. Confidentiality must be maintained according to federal laws, state

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 regulations and districts’ policies. Confidentiality is one of the most critical aspects of
your job. It is your legal responsibility to observe both the rights of student with the
disability and of parents in regards to their privacy.

Communication and problem solving strategies:

It is necessary for teacher and paraprofessional to spend time together on a regular basis
to plan, focus on learning, problem-solving, brainstorming, and celebrate the success of
students.

Relationship with supervisor: The supervising teacher is a member of the team and
supervises the paraprofessional. Establish open, ongoing , positive communication with
supervisor. Discuss concerns regarding students, goals, IEP, and/or behaviors directly
with supervising teacher. If problems occur and cannot be resolved with supervising
teacher, consult building administrator. Remember, supervision is not befriending. It is
building a positive, professional relationship that provides feedback regarding
paraprofessional’s knowledge and skills.

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 A GUIDE to SPECIAL EDUCATION RELATED ACRONYMS

94-142 The Education of the handicapped Act that was passed in 1975, re-
authorized as IDEA in 1990
ABC Antecedent –Behavior –Consequence

ADA American with Disabilities Act

ADD Attention Deficit Disorder
ADHD Attention Deficit Hyperactivity Disorder
APE Adaptive Physical Education
ASD Autism Spectrum Disorder

BIP Behavior Intervention/Improvement Plan

BSP Behavior Support Plan

CBI Community Based Instruction

CDC Career Development Center
CP Cerebral Palsy

DB Deaf/Blindness
ECSE Early Childhood Special Education
ELL English Language Learner
ESY Extended School Year
FAPE Free Appropriate Public Education
FBA Functional Behavior Analysis
FERPA Family Education Rights & Privacy Act
HI Hearing Impairment
IDEA/IDEIA Individuals with Disabilities Act 1990 (originally P.L. 94-142, re-
authorized in 2004 with “I”= Improvement added)
IEP Individualized Education Plan
LRE Least Restrictive Environment

MD Multiple Disabilities
OHI Other Health Impairment
OI Orthopedic Impairment
OT Occupational Therapist
PECS Picture Exchange Communication System
PSG Post School Goals
PT Physical Therapist
RN Registered Nurse

SEAC Special Education Advisory Committee

SED Significant Emotional Disability
SLD Specific Learning Disability

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SLI Speech Language Impairment
SSN Significant Support Needs (severe needs)
SWAP School-to-Work Alliance Project
TBI Traumatic Brain Injury
VI Vision Impairment

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 ORIENTATION

The first day on the job can be very stressful and confusing. A checklist is provided to ensure
you with a smooth transition to your new paraprofessional position. If you do not receive an
item on the checklist, please see the supervising teacher or the front office staff in your building
to request the item.

________Student handbook, including discipline policies

________Building crisis plan

________School calendar

________Procedures for notification of school cancellations

________Schedule of duties and classroom routines

________List of classroom rules

EXPECTATIONS OF PARAPROFESSIONAL

Arrive to work on time

Behave in a professional manner throughout the day

Be prepared and ready to meet and greet student (s)

Follow directions from supervisor or other certificated staff working with student (s)

Attend weekly or monthly meetings

QUESTIONS TO ASK SUPERVISING TEACHER

What are the hours of work?

Where are personal items, such as purse, coat, stored?

What time is break?

What time is lunch?

What is the procedure for calling in when ill?

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 What is the procedure for signing in or clocking out?

Where is time clock located?

Who signs off on the time sheet?

If supervising teacher is absent who supervises paraprofessional?

Who conducts performance evaluation?

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 JOB DESCRIPTION

The job description serves as a reference point and assists in identifying the duties,

responsibilities and qualifications required for a paraprofessional position.

Northwest Arctic Borough School District HUMAN RESOURCES DEPARTMENT P.O. BOX

51 • KOTZEBUE, AK 99752 • (907) 442-1800 • FAX (907) 442-2172 POSITION VACANCY

ANNOUNCEMENT C16-089 I-03-03

TITLE: Instructional Aide

______________________________________________________________________________

____________________________ QUALIFICATIONS: 1. High School diploma or GED. 2.

Computer experience. 3. Experience working with children preferred. 4. AA degree or higher,

Forty Eight (48) semester credits of college level coursework, OR successful completion of the

ETS ParaPro test. The minimum qualifications for this position set forth in the Federal No Child

Left Behind Act are being enforced.

______________________________________________________________________________

______________________________ REPORTS TO: Principal and supervising Teacher

______________________________________________________________________________

______________________________ JOB GOAL: To assist the teacher in achieving

instructional objectives by working with individual students or small groups to help them

achieve the skill levels of the class as a whole.

______________________________________________________________________________

______________________________ PERFORMANCE RESPONSIBILITIES: Works with

individual students or small groups of students to reinforce learning of materials or skills initially

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introduced by the teacher; assists the teacher in devising special strategies for reinforcing

material or skills based on a sympathetic understanding of individual students, their needs,

interests, and abilities; operates and cares for equipment used in the classroom for instructional

purposes; helps students master equipment or instructional materials assigned by teacher;

distributes and collects workbooks, papers, and other materials for instruction; guides

independent study, enrichment work, and remedial work set up and assigned by the teacher;

assists with the supervision of students during emergency drills, assemblies, play periods, and

field trips; keeps bulletin board and other classroom learning displays up to date; assists with

such large groups activities as drill work, reading aloud, and story telling. Reads to students,

listens to students read, and participates in other forms of oral communication with students;

assists students in the library or media center; checks notebooks, corrects papers, and supervises

testing and make up work, as assigned by the teacher; helps students with their clothing; assists

with lunch, snack, and clean up routines; assists with wash-up and toilet routines; alerts the

regular teacher to any problem or special information about an individual student; serves as the

chief source of information and help to any substitute teacher assigned in the absence of the

regular teacher; maintains the same high level of ethical behavior and confidentiality of

information about students as is expected of fully licensed teachers; participates in in-service

training problems; other duties as assigned.

______________________________________________________________________________

______________________________ LENGTH OF POSITION: 2.7 Hours per day, 190 days per

school year SALARY: Range 10/Step 01, $18.88 per hour or higher, depending on college

credits

______________________________________________________________________________

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______________________________ EVALUATION: Performance of this job will be evaluated

in accordance with provisions of the Board Policy.

______________________________________________________________________________

______________________________ APPLICATION PROCEDURES: DISTRICT

EMPLOYEES must submit the following to the Human Resources Office: Request for transfer;

list of work experience and letter of recommendation from current supervisor. OTHER

APPLICANTS must submit the following items to the personnel office: A completed

application, at least three (3) current references (one from most recent employer). All references

must have current telephone numbers. APPLICANTS ALREADY ON FILE MUST SUBMIT A

LETTER EXPRESSING INTEREST IN THIS POSITION ALL OF THE ABOVE MUST BE

POSTMARKED OR RECEIVED ON OR BEFORE THE CLOSING DATE TO BE

CONSIDERED FOR THIS POSITION DATE ANNOUNCED ........................DATE CLOSING

................................Until Filled AN AFFIRMATIVE ACTION - EQUAL OPPORTUNITY

EMPLOYER APPLICATIONS FROM MINORITIES ARE ENCOURAGED.

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 JOB DESCRIPTION

Northwest Arctic Borough School District HUMAN RESOURCES DEPARTMENT P.O. BOX

51 • KOTZEBUE, AK 99752 • (907) 442-1800 • FAX (907) 442-2172 POSITION VACANCY

ANNOUNCEMENT C16-040 H-02-02

TITLE: Intensive Special Education Aide

______________________________________________________________________________

______________________________ QUALIFICATIONS: 1. A minimum of 48 semester hours

of college level coursework and/or successful completion of the state approved paraprofessional

test. 2. One year of experience working as a Special Education Aide. 3. Knowledge of or

willingness to learn Sign Language and/or Braille. 4. Computer experience

______________________________________________________________________________

______________________________ REPORTS TO: Principal and Special Education Teacher

______________________________________________________________________________

______________________________ JOB GOAL: To work closely with students on a regular

basis in an effort to provide them with the educational support they need to gain from the

district’s educational program.

______________________________________________________________________________

______________________________ PERFORMANCE RESPONSIBILITIES: Assists the

student(s) to whom assigned in physical tasks as necessary, including gross and fine motor

activities, and records pertinent data daily; works with student(s) in the instructional program;

under supervision of the special education teacher, works with small groups of students to

reinforce material initially introduced by the teacher in the SPED and regular education

classroom; accompanies the student(s) to whom assigned on trips to the office or other places

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outside of the school; establishes as fully as possible a supportive relationship with the

student(s); serves as a resource person on the collaboration team to help determine how the

student’s goals and objectives on the IEP will be carried out; assists teacher in preparing

materials to be used in the classroom; with the help of the SPED teacher, is required to learn and

practice signing with hearing impaired and deaf students, or Braille with visually impaired or

blind students; is responsible for all feeding, toilet needs and movement within the school facility

for the intensive care student; other duties as assigned by the special education teacher.

______________________________________________________________________________

______________________________ LENGTH OF POSITION: 6.5 Hours per day, 190 days per

school year SALARY: Range 13/Step 01, $21.00 per hour or higher, depending on college

credits

______________________________________________________________________________

______________________________ EVALUATION: Performance of this job will be evaluated

in accordance with provisions of the Board Policy.

______________________________________________________________________________

______________________________ TERMS OF EMPLOYMENT: Employment is dependent

upon the site enrollment of intensive needs student(s). APPLICATION PROCEDURES:

DISTRICT EMPLOYEES must submit the following to the Human Resources Office: Request

for transfer; list of work experience and letter of recommendation from current supervisor.

OTHER APPLICANTS must submit the following items to the personnel office: A completed

application, at least three (3) current references (one from most recent employer). All references

must have current telephone numbers. APPLICANTS ALREADY ON FILE MUST SUBMIT A

LETTER EXPRESSING INTEREST IN THIS POSITION ALL OF THE ABOVE MUST BE

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POSTMARKED OR RECEIVED ON OR BEFORE THE CLOSING DATE TO BE

CONSIDERED FOR THIS POSITION DATE ANNOUNCED ........................ August 31, 2015

DATE CLOSING ....................... Open Until Filled AN AFFIRMATIVE ACTION - EQUAL

OPPORTUNITY EMPLOYER APPLICATIONS FROM MINORITIES ARE ENCOURAGED

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MAP OF ELEMENTAY, MIDDLE SCHOOL and HIGH SCHOOL

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 REFERENCES

Alaska Legal Resource Center, Section 220. Paraprofessional standards.

American Federation of Teachers, Every Student Succeeds Act, 2015.

Blalock, G., Rivera, D., Andreson, K., & Kottler, B. (1992). A school district/university
partnership in paraprofessional training. LD Forum, 17n(3), 29-36.
Connecticut State Department of Education, Guidelines for Training & Support
Paraprofessionals, Working with Students Birth to 21, 2012.

Green, J.E., & Barnes D.L. (1989). Do your “aides” aid instruction? A tool for assessing the
use of paraprofessionals as instructional assistants. Ball State University.

Guskey, T.R. & Huberman, M. (1995). Professional development in education: New paradigms
and practices. New York, NY: Teachers College Press.

Mt. Evans BOCES: Guiding educational opportunities for learners as unique as their
fingerprints: Teacher Manual for Paraprofessional Training and Supervision, 2014.

Mt. Evans BOCES: Guiding educational opportunities for learners as unique as their
fingerprints: Special Education Paraprofessional Handbook, [n.d.]

National Center for Education Statistics [NCES]. (1993). Language characteristics and
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