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Purpose Statement
The job of Paraprofessional Technician is done for the purpose/s of assisting in the supervision and instruction of mildly /moderately disabled special needs students under the supervision of a certificated teacher; observing and documenting student progress; implementing plans for instruction; and assisting students by providing for special health care needs.

Essential Functions

• Adapts classroom activities, assignments and/or materials under the direction of the teacher for the purpose of providing an opportunity for all special education students to participate in classroom activities.
• Assists related services personnel as may be required for the purpose of carryover of physical occupation or speech therapy routines and/or strategies as directed and guided by the appropriate therapist.
• Assists special education students one on one with classroom and daily living skills (e.g.  Toileting, diapering, etc.) for the purpose of creating a positive plan of action to  address  specific  student  issues  and  helping  them  to process behaviors.
• Assists the teacher in devising special strategies for the purpose of reinforcing skills and materials based on the individual student needs, interests and abilities.
• Implements academic instruction assigned by a teacher for individuals or small groups for the purpose of meeting learning goals, as described by an IEP and/or district benchmarks.
• Implements behavioral plans designed by IEP team for students with behavior disorders or other handicapping conditions for the purpose of assisting in meeting special education students needs and providing a consistent environment.
• Instructs special education students (e.g. math groups, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of implementing goals and ensuring students success.
• Maintains instructional materials and/or student files/records (e.g. adapting instructional materials, checking papers, attendance, audio  visual  equipment,  set  up  projects,  behavior  point  sheets,  etc.) for the purpose of ensuring availability of items and/or providing reliable information.
• Monitors special education student(s) (e.g. lunch, playground, classroom, field trips, etc.) for the purpose of providing a safe and positive learning environment.
• Participates as a provider in the recording, reporting and gathering of data for the Direct Service Claiming (DSC) program for the purpose of meeting DSC requirements.
• Performs record keeping (daily data on instruction and/or behavior) and clerical functions (e.g. correcting papers, copying, instructional materials, etc.) for the purpose of supporting the teacher in providing necessary records/materials.
• Responds to emergency situations (e.g. injured student, fights, etc.) for the purpose of resolving immediate safety concerns.
• Works closely with teachers and staff as appropriate for the purpose of assisting in evaluating special education student progress, implementing IEP objectives, and identifying resources.

Other Functions

• Attends meetings and in-service presentations for the purpose of acquiring and/or conveying information relative to job functions.

Minimum Qualifications
Mental Requirements
Learning Development- Level B  Sufficient to read and write technical information and instructions, perform basic arithmetic calculations, understand commonly used procedures and methods, or operate equipment that requires some training. Learning development is equivalent to completion of a high school curriculum.
Problem Solving - Level 1  Work situations are routine and regularly recurring, requiring attention and concentration, but limited discretion, consideration, and planning to adequately respond and carry out work activities.
Physical Requirements
Physical Skill - Level A  Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.
Physical Effort - Level 2  Job requires light physical effort as a part of regular work routine, such as frequent standing and walking; frequent lifting, guiding, and/or carrying of light-weight materials or equipment; occasional periods of sustained effort.
Social Requirements
Human Relations Skill- Level A   Job requires ordinary conversational skills and courtesy to exchange Routine information, provide routine assistance, and/or help maintain harmony among work associates.
Scope of Contacts - Level 1  The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.
Work Environment
Performance Environment - Level A  Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.
Physical Working Conditions - Level 3  Frequent exposure to moderately hazardous conditions resulting in significant threat to health and safety. undesirable assignments.
Accountability
Level of Accountability -Level B  Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.
Organizational Impact - Level 1  Work results impact the immediate work section with little effect beyond. Responsible for results or services that facilitate the work of others in a specific work group.

Experience, Education, and Certifications
Experience: Job-related experience is desired.
Education: Associate degree; or   AA Degree; or  60 college credits; or  Evidence of passing the Para Pro Assessment Test
Certifications/Clearances:  Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed. CPR/ First Aid Certificate.

Compensation Details
FLSA Status: Non Exempt 
Pay Schedule:  Hourly - Grade 107
Work Calendar:  Support 9 Month

Non Discrimination Statement
Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District’s activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.
This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.
Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.