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Purpose:  The Paraprofessional’s primary goal is to assist with and support student(s).

Supervisor: Building Principal and/or Special Education Coordinator

Minimum Qualifications:

• NH DOE Certification as a Paraprofessional II (or ability to obtain certification)

• Experience working with children

• Basic literacy skills in reading, writing, and mathematics

Skills, Knowledge, and Abilities:

Skills

• Demonstrate effective oral and written communication

• Understand and carry out oral and written directions

• Learn to utilize a variety of appropriate instructional materials and procedures in the educational environment

• Assist in establishing a positive learning environment and respond to the individual needs of students

• Patient and receptive attitude towards students of varied age groups, temperaments, and abilities

Knowledge

• Recognize and maintain appropriate boundaries with students, parents, staff, volunteers, and community members

• Sensitive to diversity in cultural heritage, lifestyle, and value systems among children, youth, and families

Abilities

• Communicating with diverse groups and individuals, including students and parents

• Collaborating and working as part of a team

• Maintain the confidentiality of students and staff

• Be capable of physically assisting students with special needs as required and with training (positioning, lifting, transferring, etc.)

Essential Functions - Special Education Paraprofessionals

• Assist teacher in providing positive learning experiences during large or small group instruction and one on one tutoring outside instructional time

• Prepare materials for an individual student to use in the classroom

• Assist with the collection of student-specific data for instructional programs and student progress.

• Support and assist enforcement of classroom, school, and district rules

• Based on the student's IEP, the paraprofessional will maintain an appropriate level of student supervision, including during field trips, transition times, physical education class, recess, meal supervision, arrival, and students’ departure

• Operate equipment used in the instructional process and the preparation of classroom materials.

• Collaborate with the IEP team to implement curriculum modifications and accommodations

• Attend necessary training sessions associated with the individual student as required by IEP, including but not limited to training for medical procedures as required by the IEP, other health plans, or ADA, and apply training with assigned students

• Adapt classroom activities, assignments, and/or materials under the direction of the IEP team’s supervision (for instance, the reinforcement of IEP goals and objectives) to support and reinforce classroom objectives and provide an opportunity for all special education students to participate in classroom activities

• Assists students with grooming, community accessibility, and appropriate areas as assigned by professional members of the IEP team (i.e., feed, brush teeth, toileting, diapering, transferring to/from the bus, etc.) 

• Maintain a log of services for Medicaid billing

• With training and supervision, provide assistance with toileting, lifting and transferring, positioning, and other activities

• Other duties as assigned by the supervisor.

Essential Functions - Regular Education Paraprofessionals

• Assist teacher in providing positive learning experiences during large or small group instruction and one on one tutoring outside instructional time

• Prepare materials for an individual student or groups of students to use in the classroom.

• Support and assist enforcement of classroom, school, and district rules

• Operate equipment used in the instructional process and the preparation of classroom materials.

• Assist in the management of student behavior

• Other duties as assigned by the supervisor.

Working Environment:

The usual methods of performing the job of Paraprofessional may require the following physical demands:  

• Minimal amount(s) of:   lifting, carrying, pushing, and/or pulling

• Moderate amount(s) of:   fine finger dexterity, repetitive motion(s), walking, bending/squatting

• Significant amount(s) of:   mental attention/focus, speaking, listening, sitting, standing
  
  MRSD is an EOE