Closing Date:
Until Filled Job Summary: To inspire and prepare each and every scholar with confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by supporting students and assisting the special education teacher in the operation and function of the classroom. To work with individual or small groups of students as assigned by and under the supervision of the District's Special Education Coordinator. This is a permanent position whose daily assignment is determined by student needs.
Responsibilities and tasks include:

• Assist District Behavior Specialist with the implementation of behavioral interventions.
• Support classroom teacher and ESPs in the implementation of interventions and data collection, under the direction of a District Behavior Specialist.
• Observing, collecting, documenting and reporting data as requested.
• Carrying out the special education needs, goals and objectives of students as communicated by the special education teacher.
• Participating in IEP conferences as requested.
• Insuring that vulnerable students are adequately supervised.
• Using adaptive equipment correctly and safely.
• Supporting students who display aggressive, abusive or inappropriate verbal and/or physical behavior as outlined on the Behavior Support Plan (BSP)
• Following all district procedures and policies for maintaining a health and safe environment for students and staff
• Assisting students with self-care tasks of feeding, dressing, and toileting. Lifting, moving and transitioning may be necessary for repositioning and/or functional tasks. Under the direction of a licensed school nurse or registered nurse, perform basic medical procedures to include, but not limited to: tube feedings, seizure recognition and precautions, etc.
• Operating adaptive equipment (i.e., wheelchairs, augmentative communication devices, assistive technology) and insuring their safe and proper use.
• Participation in district training program prior to and during employment.
• Keeping all student information strictly confidential.
• Communicating with appropriate personnel as dictated by Federal Education Reporting practices Act (FERPA) and district policy.
• Participation in district training program prior to and during employment.
• Support and mentor ESPs in areas as assigned by the District's Special Education Coordinator.
• Participate in staff team meetings when requested.

Minimum Qualifications:

• Applicants must be Highly Qualified - Applicants meet the Highly Qualified requirement if they have:
  • Two years of study at an institution of higher education; Minnesota’s standard; A minimum of 60 semester credits or the amount required to complete two years of full-time enrollment as determined by the institution attended OR
  • An Associate’s (or higher) degree; Minnesota’s standard: An AA, AS, AAS, (or higher) degree OR
  • Received a passing score on the ParaPro Assessment within 30 days of your start date, working in a Title I school must be Highly Qualified in accordance with MDE.

Salary: View Classification II (2) salary grid on page 4, section 2, and classification, page 5, section 2 on Educational Support Professional contract
Work schedule: 6 hours/day; 5 days/week
Job type or FTE: Part-time, school year
Bargaining unit: Educational Support Professional
Desired start date: ASAP

• Meaningful and impactful work
• Opportunities to grow professionally
• A variety of benefits
• Mentorship programs for teachers and educational support professionals
• Summer opportunities
• and more

Closing Date:
Until Filled Job Summary: To inspire and prepare each and every scholar with confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning by supporting students and assisting the special education teacher in the operation and function of the classroom. To work with individual or small groups of students as assigned by and under the supervision of the District's Special Education Coordinator. This is a permanent position whose daily assignment is determined by student needs.
Responsibilities and tasks include:

• Assist District Behavior Specialist with the implementation of behavioral interventions.
• Support classroom teacher and ESPs in the implementation of interventions and data collection, under the direction of a District Behavior Specialist.
• Observing, collecting, documenting and reporting data as requested.
• Carrying out the special education needs, goals and objectives of students as communicated by the special education teacher.
• Participating in IEP conferences as requested.
• Insuring that vulnerable students are adequately supervised.
• Using adaptive equipment correctly and safely.
• Supporting students who display aggressive, abusive or inappropriate verbal and/or physical behavior as outlined on the Behavior Support Plan (BSP)
• Following all district procedures and policies for maintaining a health and safe environment for students and staff
• Assisting students with self-care tasks of feeding, dressing, and toileting. Lifting, moving and transitioning may be necessary for repositioning and/or functional tasks. Under the direction of a licensed school nurse or registered nurse, perform basic medical procedures to include, but not limited to: tube feedings, seizure recognition and precautions, etc.
• Operating adaptive equipment (i.e., wheelchairs, augmentative communication devices, assistive technology) and insuring their safe and proper use.
• Participation in district training program prior to and during employment.
• Keeping all student information strictly confidential.
• Communicating with appropriate personnel as dictated by Federal Education Reporting practices Act (FERPA) and district policy.
• Participation in district training program prior to and during employment.
• Support and mentor ESPs in areas as assigned by the District's Special Education Coordinator.
• Participate in staff team meetings when requested.

Minimum Qualifications:

• Applicants must be Highly Qualified - Applicants meet the Highly Qualified requirement if they have:
  • Two years of study at an institution of higher education; Minnesota’s standard; A minimum of 60 semester credits or the amount required to complete two years of full-time enrollment as determined by the institution attended OR
  • An Associate’s (or higher) degree; Minnesota’s standard: An AA, AS, AAS, (or higher) degree OR
  • Received a passing score on the ParaPro Assessment within 30 days of your start date, working in a Title I school must be Highly Qualified in accordance with MDE.

Salary: View Classification II (2) salary grid on page 4, section 2, and classification, page 5, section 2 on Educational Support Professional contract
Work schedule: 6 hours/day; 5 days/week
Job type or FTE: Part-time, school year
Bargaining unit: Educational Support Professional
Desired start date: ASAP

• Meaningful and impactful work
• Opportunities to grow professionally
• A variety of benefits
• Mentorship programs for teachers and educational support professionals
• Summer opportunities
• and more