Special Education Paraprofessional - Life Skills - Intensive Support

CONCORD COMMUNITY SCHOOLS

Job Description

JOB TITLE:Life Skills Special Education Paraprofessional

TYPE OF POSITION:Classified

REPORTS TO: Building Principal(s) and Life Skills Teacher of Record                                                                                                                                          

POSITION PURPOSE:  Supports students with moderate to severe disabilities in a Life Skills program under the direction and supervision of the Teacher of Record and building administration. The paraprofessional assists with implementation of students' Individualized Education Programs (IEPs), including functional academics, communication, social-emotional and behavioral supports, adaptive and daily living skills, personal care, mobility, and independence. This position provides consistent student supervision and instructional support across classroom, school, community-based, and vocational environments while maintaining student dignity, safety, confidentiality, and meaningful access to educational opportunities.

ESSENTIAL FUNCTIONS:  To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

• Provide direct instructional and classroom support to students with moderate to severe disabilities under the direction of the Teacher of Record and other licensed staff.

• Implement instructional activities, accommodations, modifications, visual supports, communication systems, and other supports identified in students' IEPs and staff-developed plans.

• Assist students with functional academics, communication, social interaction, adaptive behavior, daily living skills, vocational skills, and development of independence across school environments.

• Support students with personal care needs, which may include toileting, diapering, hygiene, feeding, dressing, positioning, mobility, and transfers, while protecting student privacy and dignity.

• Implement behavior intervention plans, positive behavior supports, regulation strategies, and crisis-prevention procedures as trained and directed by licensed staff.

• Provide active supervision and maintain a standard of care for the control, protection, safety, and well-being of students throughout the school day and during assigned school or community activities.

• Support student communication through AAC devices, visual supports, assistive technology, and structured communication systems as directed by the educational team.

• Collect and accurately record student performance, behavior, participation, personal care, and other data as directed by the Teacher of Record or related service provider.

• Provide personal hygienic care and routine, daily care needs to students who cannot support themselves safely and appropriately.

• Assist students in participating in inclusive general education, school, community-based, and vocational opportunities as determined by the educational team.

• Collaborate with the Teacher of Record, general education staff, related service providers, and other team members to provide consistent implementation of student supports.

• Follow staff schedules, student plans, safety procedures, health plans, emergency procedures, and directions provided by licensed staff and building administration.

• Maintain confidentiality of student information and use district-approved methods and technology when accessing, documenting, or communicating student information.

• Maintain a positive, solution-focused, professional approach and work cooperatively with others to accomplish student and program goals.

• Participate in required staff meetings, professional learning, safety training, and role-specific training as assigned.

• Other duties as assigned.

QUALIFICATIONS:

• High school diploma or equivalent required; must meet all district, state, and federal requirements applicable to the paraprofessional assignment.

• Experience working with students with disabilities, particularly students with significant cognitive, communication, behavioral, adaptive, or physical support needs, preferred.

• Ability to follow written and verbal directions and implement instructional, behavioral, health, safety, and personal care procedures with consistency and accuracy.

• Ability to manage adverse behavior and challenging situations calmly and effectively while maintaining student dignity, safety, and a supportive learning environment.

• Ability to assist with personal care, mobility, positioning, and transfers and to perform the physical requirements of the position with or without reasonable accommodation.

• Ability to maintain confidentiality and exercise sound judgment when working with student information and sensitive situations.

• Strong communication, dependability, organization, cooperation, and teamwork skills.

• Willingness to participate in role-specific required training, which may include CPI/crisis prevention and intervention, CPR/First Aid, student-specific health or safety procedures, lifting/transfer procedures, and other district-required training.

PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Sufficient vision, hearing, and speech to conduct assessments and communicate effectively.

• Ability to move about school buildings and occasionally lifting and transferring 50 to 100 pounds or more.

• Frequent use of hands for typing, writing, and test administration.

• Work is primarily in a school setting with moderate noise; some travel between schools may be required.

• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level in the work environment is usually moderate.

• There are no environmental hazards indicated for this position.

TERMS:  Length of year, daily hours, and salary to be determined by the School Board and applicable Classified Pay Schedule.

EVALUATION:  Evaluation of performance on this job will be in accordance with the provisions in the policy handbook.