Substitute Instructional Paraeducator

POSITION:Substitute Instructional Paraeducator (IP)* ** (Positions per PSEC Salary Schedule https://4.files.edl.io/ee96/09/29/22/145233-3c7bdb19-73c1-4d73-877a-154247fa859f.pdf : Supervision Only; Instructional Paraeducator; Self-Contained IP; Behavior Specialist IP)*Assignments may include: Alternative Learning Experience (ALE), After-School Detention (ASD), Behavior Specialist, Bus Supervision (a.m./p.m.), Categorical Programs (LAP/Title), General Classroom, In-School Suspension (ISI), Kindergarten, Library, Locker Room Supervision, Lunch/Recess Supervision, Office Support, PE, Resource Room, Self-Contained, Student ConnectionsSCHEDULE:Hours per day and start/end times vary by position/building; Monday-Friday; School YearLOCATION:School BuildingsSUPERVISOR:Building Principal(s)POSITION TYPE:Classified, SubstituteCOMPENSATION:$16.75-$18.35/hour depending on position*** **; Substitute hours are paid the month following when the work is completed***Bus/Lunch/Recess Supervision Only: $16.75/hour; Instructional Paraeducator (all others not specified here as a specific salary): $17.25/hour; Self-Contained IP: $17.80/hour; Behavior Specialist IP: $18.35/hour**Some assignments include an additional $1.00/hour for hygiene-related duties - see absence/substitute system for detailsBENEFITS https://www.cheneysd.org/apps/pages/benefits :Upon reaching 630 hours worked, substitutes will become eligible for and be offered medical https://www.hca.wa.gov/assets/pebb/20-0046-sebb-medical-benefits-comparison-2023.pdf , dental https://www.hca.wa.gov/assets/pebb/20-0053-sebb-dental-benefits-comparison-2023.pdf , vision https://www.hca.wa.gov/assets/pebb/20-0054-sebb-vision-benefits-comparison-2023.pdf , and basic life and AD&D insurance https://www.hca.wa.gov/employee-retiree-benefits/school-employees/life-insurance through SEBB https://www.hca.wa.gov/employee-retiree-benefits/school-employees/long-term-disability-insurance QUALIFICATIONS:High school diploma or equivalent****; Passing score (461) on state-approved Paraeducator Assessment, OR hold AA degree or higher OR have earned 72 quarter or 48 semester credits with college-level courses (100 level or higher)*****; WSP/FBI criminal history background clearance****Documentation will be required upon hire*****Documentation should be submitted during application process NOTE: Application will require three references, letters of recommendation preferred. GENERAL DESCRIPTION - INSTRUCTIONAL PARAEDUCATORParaeducators are an integral part of the learning and teaching team. Under the direction of the principal or designee, paraeducators assist with multiple levels of support in schools.

The Instructional Paraeducator assists in providing instruction to and supervision of students in a variety of settings. These settings include, but are not limited to: cafeterias/eating areas, classrooms, playground/recess, crosswalks, hallways, and bus/loading areas. ALE are non-traditional learning environments that provide expanded learning opportunities for students.

ASD/ISI provides a safe and focused educational environment for students while they are assigned after-school detention or are removed from the regular classroom, respectively. Community Transitions provides life skills and workplace training support to students ages 18-21. IEP Support paraeducators provide services to a specific student or program as defined within the IEP.

LAP/Title provides targeted assistance to students with specific academic needs. Preschool paraeducators foster learning through intentional play, exploration and language-rich environments. Resource Room supports and delivers systematic instruction designed by special education teacher.

The Instructional Paraeducator may also perform clerical and office tasks in support of teachers and other district staff. GENERAL DESCRIPTION - INSTRUCTIONAL PARAEDUCATOR, SELF-CONTAINEDParaeducators are integral to the success of students placed in self-contained settings. Self-Contained Instructional Paraeducators support a student's activities of daily living as well as instructional support/supervision.

Collaboration and independence are equally important in this setting due to the significance of student need and the type of support needed. Paraeducators in a self-contained setting frequently support occupational and physical therapy goals under the direction of the OT/PT. Likewise, supporting language via assistive technology may be included in a self-contained Instructional Paraeducator's daily tasks.

GENERAL DESCRIPTION - INSTRUCTIONAL PARAEDUCATOR, BEHAVIOR SPECIALISTParaeducators are an integral part of the learning and teaching team. Paraeducators providing behavioral support to students work closely with counselors, families and students in order to provide consistent expectations and cues across settings. Vital responsibilities for Instructional Paraeducator Behavior Specialists include promoting/implementing consistent expectations, modeling positive responses in high stress situations and maintaining consistency in crisis situations.

Understanding how environment, child development, and adults' expectations impact a child's behavioral response is critical to this position. The ability to adapt and respond to individual student needs while maintaining high expectations is also an essential element of this position. ESSENTIAL FUNCTIONSAn Instructional Paraeducator may perform all or some of the responsibilities defined below:Support implementation of teacher designed instructional activities and classroom routinesConduct teacher/therapist-designed instructional experiencesWork with individual and small groups of studentsSupervise, model, and teach expected behaviors across educational settings, including classrooms, lunchroom, playground, hallways, etc.Implement individual and school wide behavior support plans and positive interventionsImplement district-adopted de-escalation strategiesFoster social and language development through play activities and active engagement with childrenPromote students' best interests through positive role modeling and student advocacyAdminister assessment materials as trained or delegatedAssist in preparation of instructional materials and perform clerical duties associated with general instruction programConsistently and respectfully respond to student needs while maintaining confidentialityMay administer medications pursuant to Board policy and pursuant to state and federal lawAssist with care and hygiene needs, as requiredMonitor highly structured environmentsCoordinate with transportation department to arrange transportation for students at conclusion of ASD as needed and monitor students until they are on their bus or picked up by a parent or guardianPerform first aidADDITIONAL ESSENTIAL FUNCTIONS FOR INSTRUCTIONAL PARAEDUCATOR, SELF-CONTAINED POSITIONSImplement teacher-directed programs with students on a one-to-one and/or small group basis in special education classroom as well as during general education inclusion time.Lead or support de-escalation/restraint procedures.Assist student(s) with diet, feeding, personal care, hygiene, movement, and mobility needs.Assist with learning tasks/activities appropriate to students with moderate to significant disabilities and aligned to IEP goals, under direction of special education teacher.ADDITIONAL ESSENTIAL FUNCTIONS FOR INSTRUCTIONAL PARAEDUCATOR, BEHAVIOR SPECIALIST POSITIONSAssist with implementation of positive support interventions and academic support for identified students.Provide appropriate supervision on designated bus routes.Collect and enter behavioral and academic data from various settings.Assist in preparation of behavior plans and supporting materials.Perform clerical duties associated with behavioral supports and instructional program.Serve as crisis team responder in designated buildings.The preceding lists of duties and responsibilities is not exhaustive and may be supplemented as necessary.

KNOWLEDGE, SKILLS AND ABILITIES (KSAs) - INSTRUCTIONAL PARAEDUCATORMust be able to work in a team setting and take directionAbility to balance firm and consistent discipline with positive behavior intervention and supports (PBIS)Ability to remain calm in times of high stressAbility to move quickly to meet student needs, maintain safety and respond to crisisAbility to maintain confidentialityAbility to supervise recess/unstructured activities, including ability to respond quickly to an emergency or student needMust possess organizational skills and the ability to work independentlyAbility to build and maintain positive relationships with students, parents, and co-workersAbility to learn and apply both positive and corrective behavior management techniquesAbility to use proper grammar, spelling, and language in both oral and written communication, as well as basic math skillsWillingness to be trained in district-approved de-escalation procedures at the first available opportunityDemonstrate basic computer skills, including the ability to create and modify documents and to adapt to new technologiesAbility to learn and operate a variety of educational/office equipmentMust have access to reliable transportationADDITIONAL KSAs FOR INSTRUCTIONAL PARAEDUCATOR, SELF-CONTAINED POSITIONSWillingness/ability to be trained in lifting techniques and fine/gross motor skillsPhysical ability to participate in student restraint and ability to move quickly to evadeADDITIONAL KSAs FOR INSTRUCTIONAL PARAEDUCATOR, BEHAVIOR SPECIALIST POSITIONSAbility to maintain consistent limitsDemonstrated ability to promote students' best interests through positive role modeling and student advocacyExperience in assisting with instructional strategies preferredMENTAL DEMANDS - INSTRUCTIONAL PARAEDUCATORRequired to deal with a wide range of student, staff and public behaviors and needs in a positive and service-oriented mannerMay experience shifts in work schedule and/or work site according to district needsMay occasionally deal with distraught or difficult students or parentsMENTAL DEMANDS - INSTRUCTIONAL PARAEDUCATOR, SELF-CONTAINEDRequired to deal with a wide range of student, staff and public behaviors and needs in a positive and service-oriented mannerMay experience shifts in work schedule and/or work site according to district needsMay routinely deal with distraught or difficult students or parentsMENTAL DEMANDS - INSTRUCTIONAL PARAEDUCATOR, BEHAVIOR SPECIALISTRequired to deal with a wide range of student, staff and public behaviors and needs in a positive and service-oriented mannerWill experience shifts in work schedule and/or work site according to district needsWill frequently deal with distraught or difficult students or parentsPHYSICAL DEMANDSAbility to lift up to 50 poundsAmount of sitting, standing and walking may vary depending on the age of students and classroom assignments. Generally, the job requires 20% sitting, 40% walking, and 40% standing.The usual and customary methods of performing the job's functions require the following physical demands: the employee frequently will stand and walk and use hands for repetitive grasping and significant fine finger dexterity. The employee is occasionally required to sit, bend at neck and back, use hands to push/pull and lift/carry; squat, kneel, climb stairs or ladders, reach overhead, lift overhead, and knee stand.REQUIRED QUALIFICATIONSHigh school diploma or equivalent (documentation required prior to beginning employment)All Instructional Paraeducators must meet one of the following*:Have a passing score on the state-approved Paraeducator Assessment (https://www.ets.org/parapro https://www.ets.org/parapro ), OR Attained an AA degree or higher, OR Have earned 72 quarter or 48 semester credits with college-level courses (100 level or higher) *Documentation required at time of applicationExperience working with students in an educational setting and/or evidence of an interest in supporting learning experiences preferredCheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups.

The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S.

Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4530. EQUAL OPPORTUNITY EMPLOYER