Instructional / Transitional Kindergarten Paraeducator

QUALIFICATION

1. As partners in the instructional process, paraeducatorss who work in programs supported by Title I/31a funds must meet one of the following requirements:

   1. High school graduate or equivalent (GED)
   2. Specialized behavior training
   3. Coursework in behavior or social work preferred
   4. CPI trained
   5. Associate’s Degree or 60 semester hours at an institution of higher education, or Meet a rigorous standard of quality and demonstrate, through passage of a formal state or local academic assessment approved by the State Board of Education.

            a.  Michigan Test for Teacher Certification – Professional Readiness Exam (MTTC) or the original Basic Skills Test                    (MTTC) or

            b.  A passing score of at least 480 on the evidence-based reading and writing section of the SAT and 530 on the

                 mathematics section in lieu of the Basic Skills Test or Professional Readiness Exam or

            c.  ETS Parapro Assessment – A passing score of 460 is required.  

    

       6.  Title I or Skipped Title I Schools require #1,2,3 or 5 above achieved prior to being hired or applicant will be hired             as a substitute until achieved.  

       7. Non-Violent Crisis Intervention (CPI) Trained or willing to be trained.

       8. Must be able to bend, twist, stoop, squat and lift up to 50 pounds in assisting students, if needed.

    

     

    

     

    

JOB RESPONSIBILITIES

1. Deliver academic interventions to targeted flexible small groups as planned by the classroom teacher and/or Intervention Specialist  
2. Utilize progress monitoring tools as directed by the Intervention Specialist and/or classroom teacher
3. Communicate student progress to the classroom teacher and Intervention Specialist
4. Attend staff meetings, in-service programs, and on-the-job training as assigned
5. Respect the confidentiality of information
6. Maintain appropriate records on student data
7. Complete all required reporting documentation
8. Establish good interpersonal relationships with the school staff and principal
9. Conduct him/herself in a professional manner commensurate with his/her position and project a good public image of the School District in dealing with the community and employee groups

Summary:  The ESSER Title 1/31a paraprofessional works directly with students, assisting teachers with students needing academic interventions.  This position delivers instruction in a small group setting under the supervision of a certified teacher.  This position works with the most

at-risk students as identified by appropriate data.

A note regarding Title I Programming: 

While all students attending a Title I school wide program school are eligible to participate in all aspects of the school wide program, the federal statute requires schools to particularly address the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards.  In order to know how best to address the needs of these students, the school by necessity needs to know which children have special needs.  Also, in order to appropriately disaggregate data on the state assessments (M-Step/MME) and to measure adequate yearly progress (AYP), schools must further identify children by gender, ethnicity, and by their status as economically disadvantaged, disabled, and /or limited-English proficient.

Grant funded program services supplement and support but do not supplant or replace the general educational program of the school district

SELECTION COMMITTEE

EVALUATED BY                              SUPERVISING ADMINISTRATOR

SALARY DATA                                AS PER NEGOTIATED AGREEMENT  

The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.

WE ARE AN EQUAL OPPORTUNITY EMPLOYER