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Paraeducator - Deaf/Hard of Hearing (DHH) Functional Core Program (FCP) 1:1

2 months ago

Schaumburg, United States Federal Way Full time
POSITION SUMMARY: The paraeducator in this position must be willing to work with deaf/hard of hearing (D/HH) students under the direction of a certified teacher, specialist or principal. The D/HH paraeducator’s duties include assisting D/HH students in a variety of educational settings including D/HH and mainstream classrooms under the supervision of the deaf and hard of hearing case manager. The type and degree of assistance, communication, and intervention will be directed by the D/HH case manager.

POSITION SUMMARY: The functional core program (FCP) is for students with identified disabilities who demonstrate primary learning needs in the functional life skills domain. This position requires the paraeducator to work under the direction of a certificated teacher. Duties include instructional and non-instructional activities for special education students. The paraeducator's role is to assist students with learning and health care needs such as: feeding, tube feeding, toileting, catheterization, and lifting. This position may also require the paraeducator to work with students who have behavior problems.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Assist with the implementation and evaluation of IEP goals and objectives. Assist in the daily instruction of the assigned student and other students in group activities. Assist in the planning of daily/weekly individual and group lessons based on IEP goals and objectives. Collect, analyze, and maintain data to modify IEP and help determine program effectiveness. Provide all staff with essential information to meet IEP goals and objectives. Assist in developing and implementing behavior plans for the student. Assist with the teaching of appropriate daily living skills, including personal hygiene, toileting, feeding, other self-help skills, communication, and classroom routines. Assist student with successful transitions such as arrival, dismissal, music, P.E., library, motor activities, lunch, and recess. Assist in transferring student, if in a wheelchair, from chair to floor and back, from chair to toilet and back or to special equipment (i.e., Stander, special chair, etc.) using either a Hoyer lift or 1 – 2 person lift. OTHER RESPONSIBILITIES Prepare classroom or instructional materials, as requested Perform instructional clerical tasks. Work collaboratively with District staff and promote teamwork with co-workers. Assist substitute teacher with helpful information pertinent to the classroom.
REQUIRED QUALIFICATIONS:
EDUCATION AND EXPERIENCE:
Per Federal No Child Left Behind (NCLB) Regulations, new hires must have:High School Diploma or Equivalent, And one of the following:AA degree, OR 48 College-Level Semester Credits, OR 72 College-Level Quarter Credits, OR Pass the state approved ParaPro Assessment ADDITIONAL REQUIREMENTS:
Proficient in basic spelling, math and grammar skills
Experienced and/or training in language development as it relates to reading instruction, remediation, and assessment

PREFERRED QUALIFICATIONS:
Experience working with deaf/hard of hearing students

CONDITION OF EMPLOYMENT:
Pass a criminal background check
Pass fitness for duty examination
Complete the district's paraeducator core competency requirements
Successfully complete the FWPS district-approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class
Possess and maintain American Heart Association or American Red Cross CPR and first aid training
Work scheduled hours on a consistent basis

KNOWLEDGE OF:
Individual education plans (IEPs)
Assistive listening equipment (personal hearing aids, cochlear implants, FM systems, sound field systems)
English grammar and spelling
Basic math
Positive behavior interventions
Right Response and de-escalation techniques
School Board Policies

ABILITY TO:
Use a sign language system in a non-interpretive manner at a conversational level
Assist with the monitoring and care of Assistive listening equipment (personal hearing aids, cochlear implants, FM systems, sound field systems)

Work independently and work collaboratively with others fostering a team approach whenever appropriate.
Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences.
Demonstrate enthusiasm, flexibility and a commitment to students.
Practice effective safety and security within individual work routines.
Develop and maintain positive relations with staff and service providers
Follow written and verbal directions with minimal supervision
Speak, read and follow written communications in English
Perform basic spelling, math and grammar skills
Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior
Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning
Exercise judgment as to when to act independently and when to refer to higher authority
Practice ethical and professional standards of conduct including the requirements of confidentiality
Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community
Interact positively with students, parents and staff in a professional manner and demonstrate a commitment for students and their success
Continue professional growth
Perform the essential functions of the job with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

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.

While performing the duties of this job, the employee will constantly sit, stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling. The employee is frequently required to squat, kneel, and use hands for fine manipulation. The employee will occasionally be required to climb stairs/ladder, lift and reach overhead, crawl, and lift/carry. The employee must constantly lift/carry up to 10 lbs and must frequently lift/carry up to 25 lbs. The employee will occasionally lift/carry a maximum of 50 lbs. Any lifting over 50 lbs should be done with two people or a mechanical device. The employee is occasionally required to push/pull a maximum force of 200 lbs.

WORK CONDITIONS: 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.

While performing the duties of this job, the employee regularly works in indoor and outdoor conditions. This position intermittently works near a video display. The noise level in the work environment is usually moderate. Position occasionally exposed to angry, frustrated, or aggressive individuals, typically in a school classroom environment. Potential exposure to infectious diseases.

WORK SCHEDULE
This is a school year assignment. Hours and days will vary slightly from school to school.

REPORTING RELATIONSHIPS
Position reports to classroom teacher and/or department head and building principal. Position is evaluated by the building principal or designee.

REPRESENTATION
Public School Employees Union (PSE) SEIU Local 1948

LEVEL OF COMPENSATION
Paraeducator position on the PSE Salary Schedule. This position includes the following benefits prorated based on FTE – Medical, dental vision, sick and vacation leave, life insurance, retirement.

CLASSIFICATION HISTORY
Update 07/2015
Updated Right Response language 07/2017

Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.