Location: West Valley Middle Level Campus and the Innovation Center

 

The job of instructional paraprofessional is done for the purpose of assisting in the supervision and instruction of students, monitoring students in a variety of different settings (classroom, playground, cafeteria, library, bus loading, field trips, etc.) and providing general support to the assigned certificated teacher(s).

 

The job of a speech instructional paraprofessional is to assist in the preparation for and the direct instruction of students with communication disorders as directed by the speech language pathologist

 

Directly Responsible to:  Speech Language Pathologist (SLP) and/or Director of Special Education

 

Job Requirements:  Minimum Qualifications

 

The ESSA (Every Student Succeeds Act requires that all Washington State Paraprofessionals MUST have a High School Diploma or GED and at least ONE of the following requirements:

• 2 year post-secondary degree or more
• 72 quarter credits at a post-secondary school
• Passed ETS Paraprofessional Assessment

Essential Functions

• Assist students individually or in small groups in a variety of learning activities assigned by the SLP for the purpose of presenting and/or reinforcing learning concepts and reaching their IEP goals.
• Follows a structured teaching and learning plan.
• Carries out individualized or small-group direct instruction as guided by the IEP.
• Incorporates IEP requirements within students’ daily lesson plans as directed by the SLP. 
• Maintains records and charts indicating students’ progress.
• Informs SLP of students’ progress.
• Maintains classroom equipment, work areas, students files/records (e.g. adapting instructional materials, cleaning work area, checking AAC devices or amplification systems etc.) for the purpose of ensuring availability of items and/or providing reliable information.
• Assists SLP in monitoring student behavior.
• Monitors individual and/or groups of students in a variety of school settings as directed.
• Teaches and reinforces appropriate behavior with students. 
• Performs record keeping and clerical functions (copying, laminating, correcting papers, phone calls, scheduling activities, etc.) for the purpose of supporting the SLP and/or in providing necessary records/materials.
• Technological Aptitude/Required training
• Able to navigate or create shared documents or sheets on google docs easily
• Able to create tabs and task bars to quickly and easily find Google docs and sheets.
• Able to easily operate the Zoom meeting ap or other videoconference apps as required.
• Able to access and use SLP digital materials on websites on a desktop or on the iPad as directed by the SLP.
• Daily check and respond to emails from the SLP within a timely manner
• Trained and able to facilitate a videoconference therapy session by constantly moving and maintaining the computer camera and microphone on the individual students that are talking.
• Trained and able to look up student attendance records and schedules on Skyward
• Keep current directories of teacher room numbers, school phone numbers and district numbers so that communication is quick and effective during fast moving daily schedules.
• Basic ability to understand and learn AAC devices as direct by the SLP and accept training and practice with such devices to help nonverbal students communicate.

Common Daily Tasks

• Ready and prepared with the scheduled students, to videoconference or confer in person with the SLP at the appointed time for planning sessions, by making sure to always allow time for picking us students and gathering or escorting them in a timely manner to the speech room.
• Access, have ready and prepare physical or digital materials in order to execute the lesson plans provided by the SLP in a timely manner.
• Have data logs ready and materials needed for each day’s schedule in the morning prep time.
• Keep and daily track detailed and accurate data on the data logs including the dates of service, notation of any students absent and tracking data of student’s performance as directed by the SLP and noting the service providers present by marking down their initials.
• Manipulate, manage and prepare materials required for the students to participate in in person or teletherapy sessions as directed by the SLP
• Actively participate with students in session either through working with students independently or in conjunction with the SLP. This includes but is not limited by helping students with activities, managing behavior, managing reinforcement, conducting prescribed activities and lessons and taking data when needed.
• Provide services via a pull out or inclusionary push-in model as instructed by the SLP.
• Reporting to the SLP any incidents or conversations with students or teachers during the arrival or departure to or from the speech room that seem important or consequential.
• Deferring to the SLP for decision or questions involving the student’s performance or any caseload management.
• Attends meetings and trainings as requested.
• Fulfills other related duties as assigned. This may include student supervision before/after school and during recesses.

 

 Other Functions

• Maintains a high level of ethical behavior and confidentiality.
• Utilizes reasonable and professional judgment.
• Observes and utilizes professional medical/safety precautions to include positioning children in a safe and secure manner in adaptive equipment and transferring orthopedically disabled children to and from different equipment including toilets.
• Assists other personnel as may be required for the purpose of ensuring an efficient and effective work environment.

 Working Relationships

Communicates regularly with students, parents/guardians, and teaching staff.  Required to deal with a wide range of student behaviors; required to deal with a wide range of physical and emotional disabilities; may occasionally deal with distraught or difficult students. 

 

Working Conditions

The daily work is performed in a classroom setting.  May be required to work outdoors in inclement weather; participate in daily physical education classes; take several brisk walks per day; lift, move, and position students and equipment; supervise the playground, bud loading/unloading; attend to students’ personal hygiene; may be exposed to biting, spitting, and hitting behavior; may need to take precautions to avoid exposure to student bodily fluids and cleaning or disinfecting compounds; required to work in non-routine positions for extended periods. 

 

Skills, Knowledge and Abilities

SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions.  Specific skills required to satisfactorily perform the functions of the job include: tutoring individual and/or groups of students; following a structured teaching and learning plan; operating standard office equipment and maintaining accurate records.

 

KNOWLEDGE is required to assure proper conduct of students; maintain record keeping systems, utilize technology equipment; perform high school level math, read a variety of manuals;  present information to others; understand complex, multi-step written and oral instructions.  Specific knowledge required to satisfactorily perform the functions of the job includes: concepts of grammar and punctuation; stages of child development and learning styles.

 

ABILITY is required to identify and adjust to individual student’s needs; be innovative and improvise to meet changing situations; understand and communicate effectively; understand and carry out oral and written instructions; be flexible to accommodate changing schedules; ability to squat, bend, and walk without limitations; schedule activities; collate data, and use basic, job-related equipment.  Flexibility is required to work with others in a variety of circumstances; operate equipment using standardized methods; work with a wide diversity of individuals; Specific abilities required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; setting priorities; and working as part of a team.

 

Responsibility

Responsibilities include: working under direct supervision using standardized routines; providing information and/or advising others; and operating within a defined budget. 

 

Working Environment

The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting (able to lift 50 pounds and assisting in lifting over 50 pounds), carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity.  Generally the job requires 34% sitting, 33% walking, and 33% standing.  The job related is performed under a generally hazard free environment and in a clean atmosphere.

 

Experience  

Job related experience or strong interest in communication disorders is desired.  Previous experience working with students who have autism is preferred. Bilingual Preferred.

  

Continuing Education/Training 

Safety Care training is required. CPR Certificate and First Aid Certificate may be required.

 

Work Schedule

7.0 hours per day, 5 days a week.

 

Pay

Rates set by Teamsters Local Union No. 760/WVSD No. 208 Collective Bargaining Agreement

 

 

Healthcare Benefits (SEBB): (All Employees who work 630 hours per school year are eligible.)

• Medical Insurance
• Dental Insurance
• Vision Insurance
• Life Insurance
• Long Term Disability

Additional Benefits:

• Washington State Retirement (PERS, SERS & TERS)
• Paid Leave:

  - Paid Holiday (260-day employees and bargaining groups that have holidays included within their CBA)

  - Sick Leave

  - Personal Leave

  - Vacation (260-day employees only)

Employee Assistance Program (EAP)