Position Type:
Support Staff/Paraeducator
Date Posted:
4/24/2026
Location:
Lincoln-Douglas Elementary
Anticipated Start Date:
08/01/2026
Closing Date:
open until filled
TITLE: High Needs Classroom Paraprofessional
QUALIFICATIONS:High School diploma.
Associate degree or 60 college credit hours or pass the ETS (Educational Testing
Service) ParaPRO Assessment Test
Educator License with Stipulations (ELS) with a Paraprofessional Endorsement
Experience and training to work effectively with at-risk students
Evidence of emotional stability and maturity
REPORTS TO: SCHOOL ADMINISTRATOR
SUPERVISOR: SCHOOL ADMINISTRATOR
JOB GOAL: : Responsible for providing classroom support on a daily basis to students and teachers in the special education program by providing physical, emotional, academic support and assisting students in accessing the district's special education program.
Inputs
(activities done by the position/ how they spend their time/ daily schedule
Evidence
(what can we see as a result of the daily schedule - logs, data book, quarterly reports, calendar)
Outcomes
(what happens for students - attendance, test scores, Panorama scores - how do we know this position is getting good ROI?)
1. Student Care
- Provide continuous support to student(s) with significant disabilities in the classroom.
- Assist with personal care needs, including toileting, feeding, and mobility
- Implement individualized behavior management strategies
- Support students in using assistive technology and communication devices.
2. Instructional Support
- Implement highly modified curriculum under teacher direction
- Provide hand-over-hand assistance for academic and life skill activities
- Use multi-sensory approaches to reinforce learning concepts
- Adapt classroom materials to meet individual student needs
3. Behavior Management and Safety
- Implement behavior intervention plans for students with challenging behaviors
- Use de-escalation techniques and crisis intervention strategies when necessary
- Ensure student safety at all times, including during transitions and emergencies
- Monitor and document behavioral incidents and interventions
4. Health and Medical Support
Monitor student's health status and report any concerns immediately
- Implement care plans for students with specific medical needs
5. Social and Communication Support
- Facilitate social interactions between high-needs students and peers
- Support the use of alternative and augmentative communication systems
- Encourage and model appropriate social behaviors
- Assist in developing and implementing social stories and visual schedules
6. Data Collection and Progress Monitoring
- Collect detailed data on student performance and behavior as requested.
- Document daily activities, interventions, and student responses
- Assist in preparing reports for IEP meetings and progress updates as requested.
7. Collaboration and Communication
- Work closely with special education teachers, therapists, and other support staff
- Participate in team meetings and contribute to student planning
- Maintain regular communication with parents/guardians about daily activities and progress as requested.
- Cooperate with general education teachers for inclusive activities
8. Environmental Management
- Assist in preparing and maintaining a safe, structured learning environment
- Organize and manage specialized equipment and materials
- Assist in creating visual supports and structured learning spaces
- Ensure cleanliness and hygiene of the learning area
9. Professional Development
- Attend specialized training on supporting students with significant disabilities as required.
- Learn and implement specific therapeutic techniques (e.g., positioning, sensory integration)
- Stay current with best practices in supporting students with complex needs
- Participate in training for crisis intervention and emergency procedures
1. Care Logs
- Daily records of personal care provided
2. Instructional Materials
- Highly adapted classroom materials and worksheets
- Customized visual aids and communication boards
- Modified assessment tools and data collection sheets
3. Behavior Documentation
- Completed behavior incident reports
- Data sheets tracking frequency and duration of behaviors as requested.
- Progress notes on implementation of behavior intervention plans if needed.
4. Health and Safety Records
- Reports of any health concerns or incidents
- Documentation of implemented safety measures and emergency responses
5. Communication Artifacts
- Daily communication logs with parents/guardians if requested.
- Notes from team meetings and collaboration sessions
- Records of interactions facilitated with peers
6. Progress Monitoring Data
- Detailed data collection sheets on IEP goal progress if requested.
7. Professional Development Records
- Certificates from specialized training sessions
- Notes from workshops on supporting high-needs students
- Documentation of implemented new strategies or techniques
1. Individual Student Progress
- Improved achievement of individualized education goals
- Enhanced ability to participate in educational activities
- Increased independence in personal care and daily living skills
2. Health and Well-being
- Better management of medical conditions within the school setting
- Reduced health-related absences or emergencies
- Improved overall physical comfort and well-being during school hours
3. Behavior and Emotional Regulation
- Decreased frequency and intensity of challenging behaviors
- Improved ability to communicate needs and emotions
- Enhanced self-regulation skills in various school environments
4. Communication Skills
- Increased use of communication systems or devices
- Improved ability to express wants, needs, and ideas
- Enhanced interaction with peers and staff
5. Social Integration
- Greater participation in inclusive activities with peers
- Improved social skills and peer relationships
- Increased acceptance and understanding from the school community
6. Life Skills Development
- Progress in essential adaptive skills (e.g., feeding, toileting)
- Improved ability to follow routines and transitions
- Enhanced skills for future independence and community participation
7. Academic Engagement
- Increased time actively engaged in learning activities
- Improved ability to demonstrate knowledge in adapted formats
- Enhanced access to grade-level curriculum through modifications
8. Family Support and Satisfaction
- Improved communication between school and families
- Increased family confidence in school's ability to meet complex needs
- Enhanced continuity of care between home and school environments
9. Classroom Dynamics
- More effective inclusion of high-needs students in various school settings
- Improved ability of teachers to address diverse learning needs
- Enhanced overall classroom management and learning environment
10. Staff Competence and Collaboration
- Increased expertise among staff in supporting students with complex needs
- Improved coordination of services between educators, therapists, and support staff
- Enhanced ability to implement transdisciplinary approaches
11. School Culture and Awareness
- Greater understanding and acceptance of diverse abilities within the school
- Improved school-wide capacity to support inclusive education
- Enhanced reputation as a school equipped to serve all students
12. Long-term Student Outcomes
- Better preparation for post-school life and potential employment
- Improved quality of life through enhanced skills and independence
- Increased opportunities for community integration beyond school years
TERMS OF EMPLOYMENT: 176 day Classified position with salary and hours to be established by the Board of Education. 7.0 hours per day
EVALUATION: Performance will be evaluated annually in accordance with the provisions established by the Board of Education.
SALARY RANGE: In accordance with the USW (United Steelworkers) Negotiated Agreement
This job description has been reviewed and is in accordance with the Americans with Disabilities Act.
